本論文旨在探討臺灣四年級學生家庭背景、數學態度及家長參與對數學學習成就之影響。本論文以TIMSS 2011之資料為研究工具，利用SPSS 20進行資料的統計與分析。本論文的研究結果包括：（一）男女學生的「數學學習成就」無顯著差異；（二）家中小孩人數1人或2人，出生序為獨生子女及老大，對於「數學學習成就」具有顯著差異；（三）家長教育程度在大專、大學及碩士以上學位畢業，其子女「數學學習成就」顯著較高；（四）「家長參與-學生評量」、「家長參與-家長評量」、「數學自信」及「數學興趣」呈現顯著正相關；（五）四年級學生以家庭背景、數學態度及家長參與為自變量，對數學學習成就的迴歸分析結果顯示，其中「性別」、「家中小孩人數」、「出生序」、「父親教育程度」、「母親教育程度」、「家長參與-學生評量」及「數學自信」能顯著影響「數學學習成就」，其中以「數學自信」為最高影響因子。最後依據本論文結果與發現對數學教育提出相關的建議，並提供未來欲進行相關研究者的研究建議方向。 This thesis explored the influence of family background, attitudes on mathematics and parent participation on mathematics thesis performance of the fourth grade students in Taiwan. With TIMSS 2011 materials as the research tool, this thesis conducted statistics collection and analysis through SPSS 20. Results of this thesis include:（1）Sexuality does not exert much influence on mathematics thesis performance.（2）Number of children in a family and whether they are the only child carry significant influence on mathematics thesis performance.（3）Parent’s different education degree results in significant difference in students’ mathematics thesis performances.（4）“Parent participation-student evaluation”, “Parent participation-parent evaluation”, “Mathematics confidence” and “Interest in Mathematics” demonstrate significant positive correlation.（5）In the prediction of mathematics thesis performance ranking among the fourth grade students based on family background, attitudes on mathematics and parent participation, sexuality, number of children in a family, birth order, parent’s education degree, parent participation-student evaluation and mathematics confidence exert significant influence on students’ mathematics thesis performances, among which mathematics confidence is the most influential factor. In the conclusion part, relevant advice on mathematics education and future thesis directions are put forward based on the results and discoveries of this thesis.
