Variation in Mathematics Performance: A Multilevel Analysis With Student and School's Characteristics
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...
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| Format: | Article |
| Language: | English |
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PsychOpen GOLD/ Leibniz Insitute for Psychology
2025-03-01
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| Series: | Journal of Numerical Cognition |
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| Online Access: | https://doi.org/10.5964/jnc.14087 |
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| author | Jimena Cosso Alexa Ellis Sandra L. Camargo Salamanca María Inés Susperreguy |
| author_facet | Jimena Cosso Alexa Ellis Sandra L. Camargo Salamanca María Inés Susperreguy |
| author_sort | Jimena Cosso |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-8b07d476dba44fea9b9cfc01a1d36b1f |
| institution | OA Journals |
| issn | 2363-8761 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | PsychOpen GOLD/ Leibniz Insitute for Psychology |
| record_format | Article |
| series | Journal of Numerical Cognition |
| spelling | doaj-art-8b07d476dba44fea9b9cfc01a1d36b1f2025-08-20T02:16:05ZengPsychOpen GOLD/ Leibniz Insitute for PsychologyJournal of Numerical Cognition2363-87612025-03-011110.5964/jnc.14087jnc.14087Variation in Mathematics Performance: A Multilevel Analysis With Student and School's CharacteristicsJimena Cosso0https://orcid.org/0000-0001-8313-8547Alexa Ellis1https://orcid.org/0000-0001-7481-5788Sandra L. Camargo Salamanca2https://orcid.org/0000-0002-5961-9954María Inés Susperreguy3https://orcid.org/0000-0001-5584-2692Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USAHuman Development and Family Studies, University of Alabama, Tuscaloosa, AL, USADepartment of Educational Psychology, University of Illinois at Urbana-Champaign, Urbana Champaign, IL, USAEducation, Pontificia Universidad Católica de Chile, Santiago, ChileUsing 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.https://doi.org/10.5964/jnc.14087mathematicsstudent characteristicsschool characteristicshome mathematics environmenttimss |
| spellingShingle | Jimena Cosso Alexa Ellis Sandra L. Camargo Salamanca María Inés Susperreguy Variation in Mathematics Performance: A Multilevel Analysis With Student and School's Characteristics Journal of Numerical Cognition mathematics student characteristics school characteristics home mathematics environment timss |
| title | Variation in Mathematics Performance: A Multilevel Analysis With Student and School's Characteristics |
| title_full | Variation in Mathematics Performance: A Multilevel Analysis With Student and School's Characteristics |
| title_fullStr | Variation in Mathematics Performance: A Multilevel Analysis With Student and School's Characteristics |
| title_full_unstemmed | Variation in Mathematics Performance: A Multilevel Analysis With Student and School's Characteristics |
| title_short | Variation in Mathematics Performance: A Multilevel Analysis With Student and School's Characteristics |
| title_sort | variation in mathematics performance a multilevel analysis with student and school s characteristics |
| topic | mathematics student characteristics school characteristics home mathematics environment timss |
| url | https://doi.org/10.5964/jnc.14087 |
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