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Although there is a consensus on the fact that both sexes are equally gifted across all academic domains, in Germany just like in other western and northern European countries girls are in proportion decidedly underrepresented in support programs that aim at mathematically gifted primary school-children. Thus, from the perspective of giftedness-research, it is of interest to ascertain aspects that might make possible a more differentiated identification and support. This calls for a holisticdoi:10.1016/j.sbspro.2015.01.690 fatcat:o6pha5lic5hdfl43k4xo3472xm