چکیده (انگلیسی):

ABSTRACT: The current study is aimed at review on the relationship among mathematics and some students’ level
variables and school as well as variance percent in each of levels in interpretation of mathematics performance.
For this purpose, some data were used, which have been gathered based on Trends in International Mathematics
and Science Study (TIMSS, 2007) from students in fourth grade, in Iran. This analysis is focused on an Iranian
sample including 3981 students (1786 females and 2195 males). The employed variables in this analysis have been
selected at two levels: Student’s level (gender, socio- economic status, attitude, and self- concept) and level used at
school (parental involvement, school climate, and teaching process). In order to discover the relationship among
mathematics performance and analysis predictors, Hierarchical Linear Model (HLM) was utilized. The results
indicated that all variables of gender, socio- economic status, self- concept, and attitude are significantly related to
mathematics performance at student’s level; however, there was no significant relationship among variable of
parental involvement and mathematics performance. Similarly, the findings suggest that in comparison with
variable of students’ variables, variable of school level may predict greater variance than educational performance.