Family-related factors, like parent’s educational level, their values and expectations have a significant impact on child’s early skills and later educational outcomes. Further, parents provide their child, alongside with other learning environments, a broad mathematical and early literacy input. This study investigates the relationship between family-related socio-economic and other factors like, parental education, amount of books at home, parental attitudes towards mathematics and science, parental perception of child’s early skills and student’s later academic achievement. This is studied in the light of the Finnish data collected for Trends in International Mathematics and Science Study (TIMSS) 2015. The results are presented with the help of a geospatial method called Kriging that reveals regional variance. The results indicate that family-related background variables have different effects on child’s later achievement in mathematics across Finland. The results suggest, that some areas in Finland are better in ‘levelling the playing field’ for children and minimising the effect of family related variables on educational outcomes than others.

与家庭有关的因素，如父母的教育程度，他们的价值观和期望，对孩子的早期技能和以后的教育成果产生重大影响。此外，父母会为孩子以及其他学习环境提供广泛的数学和早期识字投入。这项研究调查了与家庭有关的社会经济因素与其他因素之间的关系，例如，父母的教育程度，在家读书的数量，父母对数学和科学的态度，父母对孩子早期技能的感知以及学生以后的学业成就。将根据芬兰为2015年国际数学和科学研究趋势（TIMSS）收集的数据进行研究。在称为Kriging的地理空间方法的帮助下显示了结果，该方法揭示了区域差异。结果表明，与家庭相关的背景变量对整个芬兰数学的孩子后来的学习成绩有不同的影响。结果表明，芬兰的某些地区比其他地区更好地为儿童提供了“公平的竞争环境”，并最大程度地减少了家庭相关变量对教育成果的影响。