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This study investigated whether the linguistic complexity of items leads to gender differential item functioning (DIF) on mathematics assessments. Two forms of a mathematics test were developed. The first form consisted of algebra items based on mathematical expressions, terms, and equations. In the second form, the same items were written as word problems without changing their contents and solutions. The test forms were given to a sample of 671 sixth-grade students from 10 middle schools in Turkey. The tests were administered to the students with a 4-week interval. Explanatory item response modeling and logistic regression approaches were used to examine gender DIF. Several word problems were flagged as having gender DIF in favor of female examinees, whereas mathematically expressed forms of the same items did not function differently across male and female examinees. The verbal content of word problems seems to influence the way males and females respond to items. [ABSTRACT FROM AUTHOR]