Session Information
09 SES 08 B, Innovations, Challenges, and Insights from International Large-Scale Assessments (Part 3): Policy & Practice
Symposium
Contribution
Mathematical literacy is essential for developing analytical thinking, resilience, and curiosity, which are crucial for both individual success and societal progress. Despite advancements in understanding its determinants, significant educational gaps and socioeconomic disparities remain worldwide. This study investigates the factors influencing mathematical literacy among eighth graders in TIMSS 2019 and examines its relationship with the United Nations Development Program’s Human Development Index (HDI) and other country level variables. The findings show a strong correlation between mathematical literacy and HDI, but no significant link to education expenditure as a percentage of GDP. Achievement gaps are particularly pronounced in African, Arabic, and Asian countries. Interestingly, neither TIMSS curriculum coverage nor the presence of national assessments significantly affects mathematical literacy scores. However, family resources and students’ self-confidence in mathematics moderately explain variations in performance. These results underscore the complex nature of mathematical literacy and challenge conventional assumptions about the drivers of academic success. Addressing educational inequalities and promoting global collaboration are crucial for ensuring equitable access to quality mathematics education.
References
Banerjee, P. A., & Lamb, S. (2016). A systematic review of factors linked to poor academic performance of disadvantaged students in science and maths in schools.Cogent Education, 3(1). Broer, M., Bai, Y., & Fonseca, F. (2019). Socioeconomic inequality and educational outcomes. Springer. https://doi.org/10.1007/978-3-030-11991-1 Martin, M. O.; von Davier, M. & IMullis, I.V.S. (Eds.), Methods and procedures: TIMSS 2019 technical report (pp. 12.1–12.146). TIMSS & PIRLS International Study Center, Boston College. https://timssandpirls.bc.edu/timss2019/methods/chapter-12.html Hanushek, E. A., & Woessmann, L. (2011). The economics of international differences in educational achievement. In E. A. Hanushek & L. Woessmann (Eds.),Handbook of the economics of education (Vol. 3, pp. 89–200). Elsevier. https://doi.org/10.1016/b978-0-444-53429-3.00002-8 Lee, J., & Stankov, L. (2018). Non-cognitive predictors of academic achievement: Evidence from TIMSS and PISA. Learning and Individual Differences, 65, 50–64. https://doi.org/10.1016/j.lindif.2018.05.009
Update Modus of this Database
The current conference programme can be browsed in the conference management system (conftool) and, closer to the conference, in the conference app.
This database will be updated with the conference data after ECER.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance, please use the conference app, which will be issued some weeks before the conference and the conference agenda provided in conftool.
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.