Abstract
This study analyzed math teacher factors and student individual factors that affect students' math academic achievement in the context that students' math academic achievement will be revealed through their classes with their math teachers. Data from 4,901 second-year middle school students and 286 math teachers in Korea who responded to TIMSS 2015 were used by applying a multilevel model as HLM. The effects of students' individual level, math confidence and factors of group level (mathematics teaching ability, mathematics class activities types) on math academic achievement were examined and the interaction effects of the two factors on math academic achievement were analyzed. According to the analysis, the higher mathematics teaching ability and the higher the math confidence of individual students, the higher the achievement rate of mathematics, but the interaction effect between the two factors was not significant. On the other hand, although it did not significantly affect math academic achievement by type of mathematics class activity, it was significant in the interaction effects by strengthening or weakening the relationship between students' math confidence and math academic achievement.
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