Abstract The purpose of this study is to analyze students’ mathematical abilities from a multifaceted capability approach viewpoint using data from PISA 2022 and to determine the variables influencing mathematics capabilities. This study attempts to define the mathematics capability variable by taking a cross-section from the PISA 2022 Turkey dataset and to identify possible student, household and school-related variables that explain this defined mathematics capability variable. The MIMIC model was employed to properly assess the study’s dual objectives of defining a mathematics capability variable and determining potential variables that could account for this definition. This study has shown that students’ mathematics capability depends on a variety of multifaceted elements, including self-efficacy, anxiety, teacher support, and the learning environment, in addition to academic achievement. Study habits, mathematical self-efficacy, and familiarity with mathematical ideas are the factors that most significantly predict mathematical ability. These results highlight the need for equality initiatives in education to be grounded on both opportunities and a practical conception of equality that takes into account the circumstances of each individual. Amartya Sen’s Capability Approach and examined using the MIMIC model, test results by themselves are not enough to gauge mathematics capability; cognitive and affective elements must be considered.
Koğar et al. (Fri,) studied this question.
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