Overall, fewer students reported that they very much like learning mathematics from grade to grade. This pattern holds for both boys and girls. This may be related to increasingly complex content or to the observation that students, as they mature, have more nuanced preferences about the subjects they enjoy. These results complement eighth-grade results from TIMSS 2023, which found that few students overall reported that they very much like learning mathematics. Neither of these findings alone proves a direct link between advancing in schooling and enjoyment of mathematics; however, the consistency with which older students appear to like mathematics less across different data sources suggests a potential relationship.
The fifth-grade results (see Graph 2) show a similar pattern—a higher percentage of boys than girls reported liking learning mathematics to the highest degree. Differences ranged from a 2% difference in Montenegro to a 12% difference in Italy favoring boys. In Jordan, approximately the same percentage of girls and boys reported that they very much like learning mathematics. The consistency of this general pattern across the two grades (see Graphs 1 and 2) suggests that the differences in how girls and boys perceive or relate to mathematics may emerge early and persist over time. It is also important to note that students who reported that they very much like learning mathematics in the fourth grade did not necessarily report the same in the fifth grade.
QUESTIONS TO SHARE WITH YOUR STUDENTS TO INVESTIGATE THEIR ATTITUDES TOWARD LEARNING MATHEMATICS
The results above show the differences in percentages of girls and boys who reported that they very much like learning mathematics in the fourth and fifth grades. In both grades, a consistent pattern is observed, with more boys than girls reporting positive attitudes toward mathematics in eight of the nine TIMSS 2023 Longitudinal education systems. The questions from the Students Like Learning Mathematics scale can be useful for sparking classroom discussion. It may be interesting to observe if girls and boys in your classes react differently to the questions below. Do you observe the pattern described in the Snippet among your own students? Recognizing these patterns can help foster a supportive and engaging classroom for all students that supports developing positive attitudes toward mathematics and mathematics learning. You might consider asking your students: • What kinds of activities do you enjoy the most in mathematics lessons? • Are there parts of mathematics that you find frustrating? • What helps motivate you when mathematics is challenging? • What do you do first when you encounter a difficult mathematics problem?
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