ABSTRACT

Students’ attainment in mathematics is associated with several personal and contextual factors, but little research has been carried out to explore the intersectionality between them. The current paper aims to fill this gap. Census assessment data collected in Italy at Grade 10 (on average, 15-year-old students) by the Italian national institute for the evaluation of the educational system were analysed via a multilevel regression model to account for data hierarchy (422,865 students in 24,279 classrooms, in 3,950 schools). Census data in educational research allowed exploration of the intersectionality between independent variables at different levels of the model’s hierarchy. Results showed that reading skills mediate the relationship between students’ attainment in mathematics and their gender, citizenship status, and socioeconomic status (SES). Implications for policy and practice are discussed.

摘要

学生在数学方面的成绩与几个个人和环境因素有关，但很少有研究探讨它们之间的交叉性。目前的论文旨在填补这一空白。意大利国家教育系统评估机构在意大利收集的 10 年级人口普查评估数据（平均为 15 岁学生）通过多级回归模型进行分析，以解释数据层次结构（24,279 个教室中的 422,865 名学生） ，在 3,950 所学校）。教育研究中的人口普查数据允许探索模型层次结构不同级别的自变量之间的交叉性。结果表明，阅读技能在学生的数学成绩与其性别、公民身份和社会经济地位 (SES) 之间起到中介作用。