| Title: |
Variation in Mathematics Performance: A Multilevel Analysis with Student and School's Characteristics |
| Language: |
English |
| Authors: |
Jimena Cosso (ORCID 0000-0001-8313-8547); Alexa Ellis (ORCID 0000-0001-7481-5788); Sandra L. Camargo Salamanca (ORCID 0000-0002-5961-9954); María Inés Susperreguy (ORCID 0000-0001-5584-2692) |
| Source: |
Journal of Numerical Cognition. Article e14087 2025 11. |
| Availability: |
Leibniz Institute for Psychology. Universitatsring 15, Trier, 54296, Germany. e-mail: support@psychopen.eu; Web site: https://jnc.psychopen.eu |
| Peer Reviewed: |
Y |
| Page Count: |
15 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education; Grade 4; Intermediate Grades; Elementary Secondary Education |
| Descriptors: |
Mathematics Achievement; Institutional Characteristics; Elementary School Students; Grade 4; Foreign Countries; Elementary Secondary Education; Achievement Tests; International Assessment; Mathematics Tests; Science Tests; Science Achievement; Correlation; Family Environment; Mathematics Skills; Parent Child Relationship; Context Effect; Educational Policy |
| Geographic Terms: |
Chile |
| Assessment and Survey Identifiers: |
Trends in International Mathematics and Science Study |
| ISSN: |
2363-8761 |
| Abstract: |
Using data from the Trends in International Mathematics and Science Study (TIMSS), this study examines the student and school characteristics that contribute to students' mathematics performance in early elementary school in Chile. Previous research has separately analyzed the association of student and school factors with mathematics performance. This study uses multilevel modeling analyses to account for those factors together and understand variability within and between schools. The sample in this study was 6,322 fourth grade students from 169 schools. The students' mean age was 10.07 (SD = 0.50); 49.6% were girls. The results from this study show that student characteristics, such as the home mathematics environment, helped explain the variation between schools more than within schools. These findings highlight the importance of considering contextual factors, such as parent-child math interactions, when developing education policy and intervention to foster students' mathematics skills. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1467276 |
| Database: |
ERIC |