The Differential Role of Socioeconomic Status in the Relationship between Curriculum-Based Mathematics and Mathematics Literacy: the Link Between TIMSS and PISA

Abstract

Students’ socioeconomic status (SES) is not only directly related to mathematics achievement but also indirectly related to mathematics achievement through their unequal opportunity to learn (OTL). Despite a plethora of studies about how mathematics achievement is associated with SES and OTL, few systematic studies have examined the differential role SES plays in the relationship between curriculum-based mathematics performance and application-based mathematics literacy. To bridge the gap in the literature, this study aims at addressing the relationship between curriculum-based mathematics and application-based mathematics while considering the OTL associated with students at the two different assessment time points. Using the unique data set from the Russian Federation in which a subset of the 2011 Trends in International Mathematics and Science Study (TIMSS) student sample also took the Program for International Student Assessment (PISA) assessment 1 year later, we found that lower SES students had difficulties in transferring their curriculum-based mathematics knowledge and skills to mathematics literacy, which plays an important role in the present society’s high-complexity demands. These results suggest that students with a lower SES need to receive greater attention and focus on their mathematics learning so as to improve their capacity to interpret and evaluate real-world problems mathematically and to make better decisions using this competency.