Beyond Numbers: Relational Configurations and Subtle Gender Differences in Learning Mathematics

Building on earlier analyses using aggregated scale scores, which showed no gender differences in mean levels, this paper revisits the data at the level of individual items. Using item-level regression analyses based on selected questions from the study \textit{My Most Important Mathematics Teacher}, we examine how specific teaching-related experiences are associated with motivational and cognitive outcomes, estimated separately for women and men. Unexpectedly, gender differences did not concern overall motivation, but rather the configuration of learning-related experiences through which similar outcomes were achieved.Across both groups, relational factors—such as perceived teacher support, feeling understood, clear feedback, and inspiration—were consistently associated with engagement, confidence, and perceived mathematical understanding. However, the structure of these associations differed by gender: for women, cognitive and emotional aspects of learning tended to be more tightly intertwined, whereas for men they appeared more clearly differentiated.These findings suggest that motivational and cognitive outcomes in mathematics are embedded in relational learning processes, highlighting the psychological significance of how instructional challenge is situated within ongoing teacher–student relations. We combine item-level regression analyses with interactive network visualization to reveal relational configurations among instructional experiences and learning outcomes.