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Examining Differential Math Performance by Gender and Opportunity to Learn

机译：通过性别和学习机会检查微分数学的表现

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Although a substantial amount of research has been conducted on differential item functioning in testing, studies have focused on detecting differential item functioning rather than on explaining how or why it may occur. Some recent work has explored sources of differential functioning using explanatory and multilevel item response models. This study uses hierarchical generalized linear modeling to examine differential performance due to gender and opportunity to learn, two variables that have been examined in the literature primarily in isolation, or in terms of mean performance as opposed to item performance. The relationships between item difficulty, gender, and opportunity to learn are explored using data for three countries from an international survey of preservice mathematics teachers.
机译：尽管已经对测试中的差异项功能进行了大量研究，但是研究集中在检测差异项功能上，而不是在解释其发生方式或原因。最近的一些工作使用解释性和多级项目响应模型探索了差异功能的来源。这项研究使用分层广义线性建模来检验由于性别和学习机会而导致的差异表现，这两个变量在文献中主要是孤立地研究，或者是根据平均表现而不是项目表现来检验的。使用一项来自对职前数学教师的国际调查中的三个国家的数据，探索了项目难度，性别和学习机会之间的关系。

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