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Table D.1.04a. IEA: Percentage distribution and average mathematics achievement scores of fourth-grade students as reported in TIMSS, by the Index of students' positive affect toward mathematics (PATM) with trends and country: 2007
Country, ordered by high PATM High PATM   Medium PATM   Low PATM
2007 percent of students   Average
achievement
  Difference in percent from 1995   2007 percent
of students
  Average
achievement
  Difference in percent from 1995   2007 percent
of students
  Average
achievement
  Difference in percent from 1995
Percent s.e.   Score s.e.   Percent   s.e.     Percent s.e   Score s.e.   Percent   s.e.     Percent s.e.   Score s.e.   Percent   s.e.  
International Avg. 72 0.2   483 0.6         14 0.1   457 1.1         14 0.1   454 1.3      
                                                                 
Georgia 90 0.9   450 3.7         6 0.6   415 9.0         4 0.5   415 10.2      
Kazakhstan 89 0.9   554 6.5         8 0.7   518 16.0         3 0.4   493 11.1      
Morocco 87 1.0   356 4.8         8 0.7   301 10.0         5 0.6   301 17.1      
Ukraine 86 0.7   479 2.9         8 0.5   449 5.8         5 0.5   442 8.3      
Colombia 86 0.8   365 4.6         9 0.6   338 10.0         5 0.5   355 15.9      
                                                                 
Tunisia 85 0.9   349 4.3         10 0.6   282 7.0         5 0.6   273 12.6      
Algeria 84 1.0   389 5.0         10 0.6   343 7.7         5 0.6   339 12.3      
Iran, Islamic Rep. of1 83 1.0   418 4.1         9 0.8   370 6.6   -5   1.4   8 0.7   355 9.9   6   0.8
Qatar 81 0.5   314 1.3         10 0.4   267 3.8         9 0.3   286 3.9      
Russian Federation 80 1.3   552 5.0         13 1.0   524 6.9         8 0.5   511 8.7      
                                                                 
Armenia1 79 1.4   509 4.3         12 0.9   492 10.0         9 0.9   507 12.9      
Kuwait 78 1.1   332 3.5         12 0.7   295 7.4         10 0.7   306 7.6      
El Salvador 77 0.9   340 4.0         16 0.8   306 6.4         7 0.5   320 9.4      
Italy 75 0.9   514 3.3         13 0.6   494 4.9         12 0.7   490 4.4      
Lithuania 74 1.2   541 2.3         14 0.8   498 4.8         12 0.8   505 5.0      
                                                                 
Yemen1 73 1.4   240 6.5         19 1.0   215 8.1         8 0.6   211 9.6      
Singapore 71 0.8   610 3.5   -15   1.1   14 0.6   575 5.9   5   0.8   15 0.6   575 5.6   11   0.7
Slovenia 71 1.1   508 2.0   -10   1.6   13 0.6   487 3.8         16 0.9   490 4.0   11   1.1
Germany 70 0.9   534 2.7         16 0.6   520 3.7         14 0.7   509 3.6      
Slovak Republic 68 1.2   505 4.7         14 0.7   484 4.1         18 1.0   482 5.6      
                                                                 
Norway 68 1.2   478 3.1         15 0.6   470 5.1         18 1.0   462 3.7      
Sweden 67 1.2   505 2.8         16 0.7   501 3.2         17 1.0   497 4.1      
Hong Kong SAR 67 1.3   619 3.5   -5 ! 1.8   15 0.7   588 4.2         19 1.1   579 5.1   7   1.5
Australia 66 1.4   525 3.6   -7   1.7   16 0.8   512 4.6   3 ! 1.0   18 1.1   494 5.1   4 ! 1.2
United States 66 0.8   535 2.7   -8   1.4   16 0.5   526 3.0   3   0.8   18 0.6   517 2.5   5   1.0
                                                                 
New Zealand 66 1.0   499 2.6   -5 ! 1.6   18 0.8   485 3.8   3 ! 1.2   17 0.8   484 3.3   3 ! 1.2
Latvia 65 1.1   544 3.0   -6   1.7   17 0.8   528 4.8         17 0.9   527 3.4   7   1.2
Hungary 64 1.3   522 3.5         15 0.7   498 6.4   -3 ! 1.1   21 1.1   492 5.8   7   1.6
Czech Republic 64 1.3   495 3.1   -9   1.8   15 0.7   479 4.3         21 1.0   471 3.4   10   1.3
England 62 1.4   548 3.1   -14   1.8   17 0.8   544 4.7   7   1.0   21 1.1   524 4.1   7   1.5
                                                                 
Austria 62 1.0   513 2.0   -5 ! 1.7   16 0.7   499 4.1         22 0.9   492 2.9   4 ! 1.3
Japan 62 1.4   584 2.4         21 0.8   547 3.3         17 1.0   543 4.4   3 ! 1.2
Scotland 59 1.3   497 2.7         18 0.8   496 3.5         24 1.1   490 3.9      
Netherlands 56 1.4   540 2.7   -5 ! 2.0   17 0.9   531 3.6   3 ! 1.2   27 1.3   528 3.4      
Denmark 55 1.8   526 3.0         24 1.0   521 3.4         21 1.4   523 3.1      
                                                                 
Chinese Taipei 50 1.2   595 2.4         21 0.8   563 3.2         29 0.9   555 2.9      
Benchmarking Participants                                                                
Dubai, UAE 81 1.0   452 2.3         10 0.7   442 7.2         9 0.8   431 8.3      
Quebec, Canada 72 1.3   528 3.1   -10   2.4   13 0.9   503 5.9   3 ! 1.4   15 0.8   494 4.1   7   1.9
Massachusetts, US 67 1.6   579 4.6         16 1.1   570 5.9         17 1.1   553 4.2      
Alberta, Canada 66 1.2   513 3.3   -12   2.2   16 0.7   498 4.1   5   1.1   17 1.0   486 4.4   7   1.9
Minnesota, US 64 2.4   561 6.9   -8 ! 3.4   19 1.4   550 7.0         18 1.5   536 7.1      
                                                                 
British Columbia, Canada 64 1.3   514 3.2         18 0.8   496 3.1         19 0.9   490 4.1      
Ontario, Canada 59 1.5   519 3.6   -21   1.9   18 0.9   512 4.2   6   1.1   24 1.4   495 4.6   15   1.5
— Not available.
† Not applicable.
! Interpret data with caution, estimates are unstable. The coefficient of variation is greater than or equal to .3 but less than .5.
‡ Reporting standards not met. The coefficient of variation is greater than or equal to .5.
∆ 2007 percent significantly higher at the p<0.05 level.
▼ 2007 percent significantly lower at the p<0.05 level.
1 Indicates data are available for at least 70 percent but less than 85 percent of the students.
NOTE: Index of positive affect toward mathematics (PATM) based on students’ responses to three statements about mathematics: 1) I enjoy learning mathematics; 2) Mathematics is boring (Reversed); 3) I like mathematics. Average is computed across the three items based on a 4-point scale: 1. Agree a lot; 2. Agree a little; 3. Disagree a little; 4. Disagree a lot. Students agreeing a lot or a little on average across the three statements are assigned to the high level. Students disagreeing a little or a lot on average across the three statements are assigned to the low level. All other students are assigned to the middle level. Standard error is noted by s.e. Detail may not sum to total due to rounding.
SOURCE: Data from the International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), 2007. Mullis, I.V.S., Martin, M.O., and Foy, P. (2008). TIMSS 2007 International Mathematics Report: Findings from IEA's Trends in International Mathematics and Science Study at the Fourth and Eighth Grades, exhibit 4.8. Chestnut Hill, MA: Boston College.
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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education