Social determinants of mathematics and science achievement in historical context

This review shows how the Sputnik shock in the USA and the reunification in Germany initiated comparative studies that shed light on the role of the economic, cultural, political and social contexts of education. The results of waves of research on factors of effective mathematics teaching have shown that different socio-political circumstances create different contexts (e.g. the degree of ability stratification, parental attention and teachers’ expectations) for students’ development and that these conditions strongly influence their affective characteristics. A number of important affective variables were identified, including self-concept, self-esteem, interest, curiosity and attitudes. Research findings described the mediating and moderating mechanisms of affective variables, e.g. how ability grouping influences mathematics self-concept, then how it impacts motivation and finally how it determines mathematics achievement. The experience from early comparative work was utilised in designing more comprehensive large-scale international assessment programmes with the aim of supporting evidence-based education.