摘要：The overall purpose of this study is to disclose plausible prerequisites for students’ success in mathematics. The assumption is that a number of interactional conditions are important for students’ achievement in mathematics. Certainly, there are individual differences with respect to intellectual qualifications. However, this study concentrates on contextual aspects in the sense of educational preconditions and family background. A basic assumption is that such aspects may be related to the students’ attitudes to the school subject “mathematics” which in turn may influence their performance (grades). In order to verify or falsify these hypotheses, information about students’ attitudes towards mathematics, their perception of classroom settings, their parental support as well as their actual achievements was collected. Using data from a national survey including 120 different comprehensive schools, information from 6758 students (school year nine, age about 16) was analysed. The results show that one and the same classroom setting or educational strategy may have a different impact on dissimilar students. To some students, high demands, distinct objectives and invitations to participation can result in positive attitudes to mathematics. However, the same conditions can end up in a negative attitude among students. The reason for this outcome is discussed with reference to students’ home situation.
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