班級內與班級間數學表現差異：跨國與跨年級比較

Variability of Math Performance Within and Between Classrooms: An International and Inter-Grade Study

本文使用TIMSS 2003年的資料，跨國家及跨年級比較班級內與班級間的數學成就差異。研究結果顯示，台灣國二學生之間的數學成就差異極大，居46國之首。由於實施常態編班，台灣國二學生班級內的數學成就差異也非常大，居46國之首。然而，台灣小四學生的數學表現差異卻截然不同。在25個國家區域的小四學生中，只有荷蘭的數學成就差異比台灣小。在小四學生的班級內數學成就差異程度上，台灣也是小於絕大多數國家。因此，台灣小四學生的數學表現是比較接近「卓越」與「均等」的目標，而國二學生的數學平均表現雖是卓越，卻十分不均等。台灣小四與國二學生在數學成就差異上的強烈對比，值得學界進一步探究。

Using data from the Trends in International Mathematics and Science Study (TIMSS) 2003 assessment, I examine the variability of math performance within and between classrooms from country to country at two grade levels. Among eighth-grade students in 46 countries/regions, Taiwanese students vary most widely in math performance. Because between-classroom ability grouping is not commonly practiced in Taiwan, the variability of math performance within Taiwanese classrooms is greater than that in any other TIMSS participating country. Conversely, Taiwanese fourth-graders display a very narrow dispersion in math performance; among fourth graders from 25 countries/regions, only the Netherlands has a narrower dispersion in math performance. While Taiwan is one of the top-performing countries at both grade levels, the performance of Taiwanese fourth graders comes closer to the goal of being both excellent and equal. The striking difference between eighth-graders and fourth-graders in the variability of math performance calls for future research.