Gender differences in mathematics: Does the story need to be rewritten?

URN to cite this document:: urn:nbn:de:bvb:355-epub-342746
DOI to cite this document:: 10.5283/epub.34274

Brunner, M. ; Krauss, Stefan

; Kunter, M.

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Date of publication of this fulltext: 12 Aug 2016 07:53

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Abstract

Empirical studies of high school mathematics typically report small gender differences in favor of boys. The present article challenges this established finding by comparing two competing structural conceptions of mathematical ability. The standard model assumes mathematical ability alone to account for the interindividual differences observed on the corresponding measures. The nested-factor ...