Relationships between Mathematics Achievement and Affective Aspects in TIMSS 2019 Fourth-Grade Survey: Focusing on the stratification of socioeconomic status (SES)
2023 Volume 28 Issue 2 Pages 69-76
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2023 Volume 28 Issue 2 Pages 69-76
The spread of COVID-19 has caused changes in children’s everyday life and school life, including temporary closure of elementary schools, junior high schools, high schools, and special needs schools, and staggered school attendance. This may result in differences in children’s achievements and affective aspects compared to before and after the spread of COVID-19 in 2020.
In mathematics education research, the relationship between students’ achievement and affective aspects has been examined. On the other hand, it is known that students’ socioeconomic status has some influences on their achievement in school education. In other words, socioeconomic status may affect the relationship between students’ achievement and affective aspects. This study examines the relationship between the achievement and affective aspects in mathematics from the perspective of stratification of socioeconomic status, analyzing fourth-grade elementary school students in TIMSS 2019.
As a result, (1) the affective aspects of the interest and confidence in mathematics are affected by stratification of socioeconomic status, and the aspects of the teacher support and anxiety in mathematics are hardly affected by stratification of socioeconomic status. (2) there were no significant differences in the relationship between mathematics achievement and affective aspects: interest, confidence, teacher support and anxiety in mathematics from the perspective of stratification of socioeconomic status. (3) the affective aspect of teacher support was found to have a small positive effect to the students having a lower sense of working on problems in mathematics class.
Thus, since there is not significant effect from stratification of socioeconomic status in the relationship between mathematics achievement and affective aspects, the efforts made in school education may become a major factor in the relationship between them. Based on the results (3) and the fact that the mainstream of mathematics education in Japan is problem-solving learning, we would like to make efforts to clarify the characteristics of students who have lower sense of working on problems in mathematics class and to explore the way of supporting for such students as the future tasks.
