In general, fourth-grade students were positive about learning mathematics (Exhibit 6.2.2)—44 percent, on average, reported they “very much like” learning mathematics, and another 32 percent reported that they “somewhat” like it. However, 24 percent, on average, reported that they “do not like” learning mathematics. There is variation across countries in the percentage of students who reported they “do not like” learning mathematics; nine countries have less than 10 percent of students in this category, while 19 countries have more than 30 percent. Fourth-grade students who “very much like” learning mathematics have higher average mathematics achievement than their peers who reported less enjoyment of learning the subject. The difference in average mathematics achievement between fourth-grade students who “very much like” learning mathematics and those who “do not like” learning mathematics is 32 points internationally (519 vs. 487).

Internationally, almost half (46%) of eighth-grade students reported that they “do not like” learning mathematics (Exhibit 6.2.3). On average, only 21 percent of students reported that they “very much like” learning mathematics, and the remaining 32 percent reported that they “somewhat like” learning mathematics. There are no countries where more than 60 percent of students reported that they “very much like” learning mathematics and eight countries where more than 60 percent of students reported that they “do not like” learning mathematics. The difference in average mathematics achievement between students who “very much like” learning mathematics and those who “do not like” learning mathematics is noteworthy. There is a 50-point difference in average mathematics achievement between eighth-grade students who “very much like” learning mathematics and those who “do not like” learning mathematics (508 vs. 458).