| 英文摘要 |
Disadvantaged students in mathematics is an important research issues. However, are there different in the impacted factors of the disadvantaged students and advantaged students in mathematics? Our research employed the TIMSS 2011 Taiwan database (8-grdae) to study this issue. It distrimimanted into the disadvantaged and advantaged students in mathematics, and it used many key factors to test. The results were as followings: Firstly, the advantaged students in mathematics that their parents educational level, family resources, like school, sense of belonging to be school student, self-education expectation, like mathematics, valuing mathematics, confidence with mathematics, engaged in mathematics lessons, and science reason were significant better the disadvantaged students. But the disadvantaged students in the number of homework time were more than the advantaged students. Secondly, the disadvantaged students that their like school, sense of belonging to be school student, science reason, confidence with mathematics, and self-education expectation can enhance their mathematic achievement. However, the gender, mother educational level, science reason, confidence with mathematics, self-education expectation, like mathematics, engaged in mathematics lessons, and the number of homework time can enhance their mathematic achievement. The contributions of this research was to find out the learning performance factors of advantaged and disadvantaged students. It provided specific suggestions to the government, schools, students and future research.
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