Abstract
The purpose of this research is to explore the relationship mathematics teaching qualification and teaching activities with mathematics scores of 8th grade Turkish students who participated in PISA (Program for International Student Assessment) 2012 using Hierarchical Linear Modeling. PISA 2012 mathematics literacy test and student questionnaire were used to collect data and these were obtained from the official website of PISA. In this study, random effects one-way ANOVA and random coefficient regression model were developed to analyze the data. The results of the research show that there are significant differences in terms of mathematics literacy between schools. It also indicates that while the increase in the student-centered instructions within the context of classroom activities decreased students’ mathematics literacy scores, teachers’ frequency of activating cognitive processes and a good disciplined environment increased students’ mathematics literacy skill. The impacts of significant variables were discussed and implications for further research were provided.
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