Können mädchen doch rechnen? Vertiefende analysen zu geschlechtsdifferenzen im bereich mathematik auf basis der internationalen grundschul-lese-untersuchung IGLU

This contribution investigates mathematic items from the PIRLS 2001 study using differential item analysis to understand whether specific tasks produce gender specific differences. Beyond existing results from previous studies on this issue, it is now possible to identify a series of characteristics that contribute to a more accurate description of the different abilities of girls and boys. For both genders there are items, which they solve better, and others, which they solve worse than their counterparts. From a competency perspective, i.e. following on from an understanding of what children can achieve, this result is encouraging. The findings suggest that both girls and boys must be supported in different ways according to their specific strengths and weaknesses.