Global Japanese Data Rankings

	Romania
Average score of mathematics achievement of 8th grade	479 (2019) [25/39countries]
% of Grade 8 students who work problems on their own in every or almost every lesson	27.7% (2019) [37/39countries]
% of Grade 8 students who agree a lot that they enjoy learning mathematics	30.8% (2019) [17/39countries]
% of Grade 8 students who agree a lot that they wish they did not have to study mathematics	24.8% (2019) [4/39countries]
% of Grade 8 students who agree a lot that mathematics is boring	19.7% (2019) [15/39countries]
% of Grade 8 students who agree a lot that they learn many interesting things in mathematics	40.6% (2019) [13/39countries]
% of Grade 8 students who agree a lot that they like mathematics very much	29.6% (2019) [19/39countries]
% of Grade 8 students who agree a lot that they like any schoolwork that involves numbers	22.5% (2019) [15/39countries]
% of Grade 8 students who agree a lot that they like to solve mathematics problems	21.3% (2019) [19/39countries]
% of Grade 8 students who agree a lot that they look forward to mathematics lessons	12.2% (2019) [26/39countries]
% of Grade 8 students who agree a lot that mathematics is one of their favorite subjects	19.3% (2019) [24/39countries]
% of Grade 8 students who agree a lot that they know what their teacher expects them to do in mathematics lessons	58.9% (2019) [5/39countries]
% of Grade 8 students who agree a lot that their teacher is easy to understand in mathematics lessons	52.5% (2019) [8/39countries]
% of Grade 8 students who agree a lot that their teacher has clear answers to their questions in mathematics lessons	63.8% (2019) [6/39countries]
% of Grade 8 students who agree a lot that their teacher is good at explaining mathematics	69.1% (2019) [8/39countries]
% of Grade 8 students who agree a lot that their teacher does a variety of things to help them learn in mathematics lessons	61.5% (2019) [10/39countries]
% of Grade 8 students who agree a lot that their teacher links new lessons to what they already know in mathematics lessons	58.8% (2019) [9/39countries]
% of Grade 8 students who agree a lot that their teacher explains a topic again when they don't understand in mathematics lessons	71.3% (2019) [10/39countries]
% of Grade 8 students who say that students donft listen to what the teacher says in every or almost every mathematics lesson	26.8% (2019) [7/38countries]
% of Grade 8 students who say that there is disruptive noise in every or almost every mathematics lesson	12.7% (2019) [36/38countries]
% of Grade 8 students who say that it is too disorderly for students to work well in every or almost every mathematics lesson	9.6% (2019) [31/38countries]
% of Grade 8 students who say that their teacher has to wait a long time for students to quiet down in every or almost every mathematics lesson	12.3% (2019) [32/38countries]
% of Grade 8 students who say that students interrupt the teacher in every or almost every mathematics lesson	15.1% (2019) [22/38countries]
% of Grade 8 students who say that their teacher has to keep telling them to follow the classroom rules in every or almost every mathematics lesson	20.2% (2019) [24/38countries]
% of Grade 8 students who agree a lot that they usually do well in mathematics	32.5% (2019) [16/39countries]
% of Grade 8 students who agree a lot that mathematics is harder for them than for many of their classmates	26.6% (2019) [1/39countries]
% of Grade 8 students who agree a lot that mathematics is not one of their strengths	36.7% (2019) [1/39countries]
% of Grade 8 students who agree a lot that they learn things quickly in mathematics	23.7% (2019) [18/39countries]
% of Grade 8 students who agree a lot that mathematics makes them nervous	29.6% (2019) [1/39countries]
% of Grade 8 students who agree a lot that they are good at working out difficult mathematics problems	12.2% (2019) [24/39countries]
% of Grade 8 students who agree a lot that their teacher tells them they are good at mathematics	17.5% (2019) [22/39countries]
% of Grade 8 students who agree a lot that mathematics is harder for them than any other subject	28.2% (2019) [5/39countries]
% of Grade 8 students who agree a lot that mathematics makes them confused	27.8% (2019) [2/39countries]
% of Grade 8 students who agree a lot that learning mathematics will help them in their daily life	48.4% (2019) [18/39countries]
% of Grade 8 students who agree a lot that they need mathematics to learn other school subjects	44.2% (2019) [9/39countries]
% of Grade 8 students who agree a lot that they need to do well in mathematics to get into the university of their choice	41.2% (2019) [28/39countries]
% of Grade 8 students who agree a lot that they need to do well in mathematics to get the job they want	38.2% (2019) [28/39countries]
% of Grade 8 students who agree a lot that they would like a job that involves using mathematics	17.7% (2019) [21/39countries]
% of Grade 8 students who agree a lot that it is important to learn about mathematics to get ahead in the world	45.9% (2019) [16/39countries]
% of Grade 8 students who agree a lot that learning mathematics will give them more job opportunities when they are adults	50.3% (2019) [22/39countries]
% of Grade 8 students who agree a lot that their parents think that it is important that they do well in mathematics	62.6% (2019) [20/39countries]
% of Grade 8 students who agree a lot that it is important to do well in mathematics	55.1% (2019) [23/39countries]

Lower secondary school students - Science>

Lower secondary school students - instruction out of school>

Lower secondary school students - future educational plan>

Lower secondary education teachers>

High school students - Performance and preference>

High school students - Things at home>

High school students - Language lessons>

High school students - Mathematics lessons>

	Romania
% of 15 year old students who say that students don't listen to what the teacher says in their mathematics lessons	27.9% (2022) [48/80countries]
% of 15 year old students who say that there is noise and disorder in their mathematics lessons	21.4% (2022) [70/80countries]
% of 15 year old students who say that the teacher has to wait a long time for students to quiet down in their mathematics lessons	21.4% (2022) [57/80countries]
% of 15 year old students who say that students cannot work well in their mathematics lessons	21.5% (2022) [49/80countries]
% of 15 year old students who say that students do not start working for a long time after the lesson begins in their mathematics lessons	22.8% (2022) [49/80countries]
% of 15 year old students who say that students get distracted by using digital resources in their mathematics lessons	33.9% (2022) [17/80countries]
% of 15 year old students who say that students get distracted by other students who are using digital resources in their mathematics lessons	29.8% (2022) [14/80countries]
% of 15 year old students who say that the teacher shows an interest in every student's learning in their mathematics lessons	56.7% (2022) [66/79countries]
% of 15 year old students who say that the teacher gives extra help when students need it in their mathematics lessons	61.4% (2022) [72/79countries]
% of 15 year old students who say that the teacher helps students with their learning in their mathematics lessons	62.8% (2022) [69/79countries]
% of 15 year old students who say that the teacher continues teaching until the students understand in their mathematics lessons	59.8% (2022) [61/79countries]
% of 15 year old students who say that the teacher often asked them to solve mathematics problems without computing anything	8.6% (2022) [73/80countries]
% of 15 year old students who say that the teacher often asked them to explain how they solved a mathematics problem	39.8% (2022) [66/80countries]
% of 15 year old students who say that the teacher often asked them to explain what assumptions they were making when solving a mathematics problem	31.9% (2022) [65/80countries]
% of 15 year old students who say that the teacher often asked them to explain our reasoning when solving a mathematics problem	35.9% (2022) [61/80countries]
% of 15 year old students who say that the teacher often asked them to defend their answer to a mathematics problem	38.8% (2022) [54/80countries]
% of 15 year old students who say that the teacher often asked them to think about how new and old mathematics topics were related	35.1% (2022) [38/80countries]
% of 15 year old students who say that the teacher often encouraged them to think about how to solve mathematics problems in different ways than demonstrated in class	31.0% (2022) [72/80countries]
% of 15 year old students who say that the teacher often told them to keep trying even when they face difficulties with a mathematics task	41.5% (2022) [75/80countries]
% of 15 year old students who say that the teacher often taught them to memorize rules and apply them to solve mathematics problems	46.5% (2022) [66/80countries]
% of 15 year old students who say that the teacher often asked them to think of problems from everyday life that could be solved with new mathematics knowledge they learned	20.1% (2022) [56/76countries]
% of 15 year old students who say that the teacher often showed them how mathematics can be useful in our everyday lives	25.9% (2022) [44/76countries]
% of 15 year old students who say that the teacher often encouraged them to think mathematically	36.1% (2022) [55/76countries]
% of 15 year old students who say that the teacher often taught them how to use mathematical logic when approaching new situations	30.8% (2022) [59/76countries]
% of 15 year old students who say that the teacher often showed us how some problems that look difficult can be solved more easily by understanding how the number system is organized	38.2% (2022) [59/76countries]
% of 15 year old students who say that the teacher often gave problems from everyday life involving numbers and asked them to make a decision about the situation	23.0% (2022) [63/76countries]
% of 15 year old students who say that the teacher often asked them how different topics are connected to a bigger mathematical idea	28.0% (2022) [56/76countries]
% of 15 year old students who say that the teacher often encouraged them to think about how a problem from everyday life could be solved using mathematics	28.9% (2022) [48/76countries]
% of 15 year old students who say that the teacher often explained how different mathematical ideas connect to a larger context	33.6% (2022) [48/76countries]
% of 15 year old students who have rarely or never worked out from a train timetable how long it would take to get from one place to another	50.2% (2022) [18/80countries]
% of 15 year old students who have rarely or never calculated how much more expensive a computer would be after adding tax	48.7% (2022) [36/80countries]
% of 15 year old students who have rarely or never calculated how many square metres of tiles you need to cover a floor	48.7% (2022) [11/80countries]
% of 15 year old students who have rarely or never tried to understand scientific tables presented in an article	49.3% (2022) [27/80countries]
% of 15 year old students who have rarely or never solved an equation like 6x2 +5 = 29	16.5% (2022) [42/80countries]
% of 15 year old students who have rarely or never tried to find the actual distance between two places on a map with a 1:10,000 scale	59.3% (2022) [10/80countries]
% of 15 year old students who have rarely or never solved an equation like 2(x+3) = (x+3)(x-3)	16.3% (2022) [38/80countries]
% of 15 year old students who have rarely or never calculated the power consumption of an electronic appliance per week	66.1% (2022) [11/80countries]
% of 15 year old students who have rarely or never solved an equation like 3x+5=17	17.0% (2022) [39/80countries]
% of 15 year old students who have rarely or never extracted mathematical information from diagrams, graphs, or simulations	28.8% (2022) [21/80countries]
% of 15 year old students who have rarely or never interpreted mathematical solutions in the context of a real-life challenge	48.2% (2022) [10/80countries]
% of 15 year old students who have rarely or never used the concept of statistical variation to make a decision	52.4% (2022) [17/80countries]
% of 15 year old students who have rarely or never identified mathematical aspects of a real-world problem	50.9% (2022) [11/80countries]
% of 15 year old students who have rarely or never identified constraints and assumptions behind mathematical modelling	48.2% (2022) [22/80countries]
% of 15 year old students who have rarely or never represented a situation mathematically using variables, symbols, or diagrams	37.1% (2022) [11/80countries]
% of 15 year old students who have rarely or never evaluated the significance of observed patterns in data	47.3% (2022) [16/80countries]
% of 15 year old students who have rarely or never tried coding/programming computers	62.8% (2022) [46/80countries]
% of 15 year old students who have rarely or never worked with computer mathematics systems	57.3% (2022) [14/80countries]
% of 15 year old students who have rarely or never calculated the properties of an irregularly shaped object	50.2% (2022) [15/80countries]

High school students - Learning mathematics>

	Romania
% of 15 year old students who always actively participate in group discussions during mathematics class.	11.0% (2022) [61/80countries]
% of 15 year old students who always pay attention when their mathematics teacher is speaking	34.4% (2022) [57/80countries]
% of 15 year old students who always put effort into assignments for mathematics class	22.1% (2022) [71/80countries]
% of 15 year old students who always give up when they do not understand the mathematics material being taught	10.8% (2022) [27/80countries]
% of 15 year old students who always make time to learn the material for mathematics class	16.3% (2022) [64/80countries]
% of 15 year old students who always ask questions when they do not understand the mathematics material being taught	16.2% (2022) [72/80countries]
% of 15 year old students who always lose interest during mathematics lessons	13.2% (2022) [38/80countries]
% of 15 year old students who always try to connect new material to what they have learned in previous mathematics lessons	19.5% (2022) [43/80countries]
% of 15 year old students who always start their work on mathematics assignments right away	15.2% (2022) [69/80countries]
% of 15 year old students who often worry that it will be difficult for them in mathematics classes	59.4% (2022) [47/79countries]
% of 15 year old students who get very tense when they have to do mathematics homework.	41.2% (2022) [51/79countries]
% of 15 year old students who get very nervous doing mathematics problems	44.1% (2022) [40/79countries]
% of 15 year old students who feel helpless when doing a mathematics problem	41.9% (2022) [43/79countries]
% of 15 year old students who worry that they will get poor school grades in mathematics	59.1% (2022) [58/79countries]
% of 15 year old students who feel anxious about failing in mathematics	51.6% (2022) [56/79countries]
% of 15 year old students who participate in one-on-one tutoring with a person for mathematics except school lessons	26.2% (2022) [37/80countries]
% of 15 year old students who participate in Internet or computer tutoring with a programme or application for mathematics except school lessons	29.6% (2022) [21/80countries]
% of 15 year old students who participate in video-recorded instruction by a person for mathematics except school lessons	20.9% (2022) [36/80countries]
% of 15 year old students who participate in small group study or practice (2 to 7 students) for mathematics except school lessons	16.0% (2022) [60/80countries]
% of 15 year old students who participate in large group study or practice (8 or more students) for mathematics except school lessons	10.2% (2022) [54/80countries]
% of 15 year old students who do not participate in any instruction for mathematics except school lessons	50.1% (2022) [28/80countries]

High school students - Mathematics knowledge>

	Romania
% of 15 year old students who are confident about working out from a train timetable how long it would take to get from one place to another	56.2% (2022) [41/80countries]
% of 15 year old students who are confident about calculating how much more expensive a computer would be after adding tax	58.2% (2022) [29/80countries]
% of 15 year old students who are confident about calculating how many square metres of tiles you need to cover a floor	57.8% (2022) [35/80countries]
% of 15 year old students who are confident about understanding scientific tables presented in an article	59.9% (2022) [17/80countries]
% of 15 year old students who are confident about solving an equation like 6x2 +5 = 29	69.9% (2022) [34/80countries]
% of 15 year old students who are confident about finding the actual distance between two places on a map with a 1:10,000 scale	50.2% (2022) [34/80countries]
% of 15 year old students who are confident about solving an equation like 2(x+3) = (x+3)(x-3)	69.7% (2022) [30/80countries]
% of 15 year old students who are confident about calculating the power consumption of an electronic appliance per week	50.4% (2022) [32/80countries]
% of 15 year old students who are confident about solving an equation like 3x+5=17	74.3% (2022) [41/80countries]
% of 15 year old students who are confident about extracting mathematical information from diagrams, graphs, or simulations	61.6% (2022) [32/76countries]
% of 15 year old students who are confident about interpreting mathematical solutions in the context of a real-life challenge	52.0% (2022) [39/76countries]
% of 15 year old students who are confident about using the concept of statistical variation to make a decision	50.1% (2022) [21/76countries]
% of 15 year old students who are confident about identifying mathematical aspects of a real-world problem	53.7% (2022) [36/76countries]
% of 15 year old students who are confident about identifying constraints and assumptions behind mathematical modelling	48.3% (2022) [21/76countries]
% of 15 year old students who are confident about representing a situation mathematically using variables, symbols, or diagrams	54.5% (2022) [37/76countries]
% of 15 year old students who are confident about evaluating the significance of observed patterns in data	52.2% (2022) [33/76countries]
% of 15 year old students who are confident about coding/programming computers	49.7% (2022) [9/76countries]
% of 15 year old students who are confident about working with computer mathematics systems	55.3% (2022) [24/76countries]
% of 15 year old students who are confident about calculating the properties of an irregularly shaped object	49.3% (2022) [28/76countries]
% of 15 year old students who understand "Divisor"	51.1% (2022) [26/76countries]
% of 15 year old students who understand "Area of a circle"	44.8% (2022) [31/76countries]
% of 15 year old students who understand "Subjunctive scaling"	7.3% (2022) [33/75countries]
% of 15 year old students who understand "Congruent figures"	38.1% (2022) [14/75countries]
% of 15 year old students who understand "Linear equation"	49.4% (2022) [9/76countries]
% of 15 year old students who understand "Pythagorean theorem"	60.0% (2022) [15/76countries]
% of 15 year old students who understand "Linear inequalities"	43.4% (2022) [7/76countries]
% of 15 year old students who understand "Complex number"	22.1% (2022) [20/76countries]
% of 15 year old students who understand "Exponential function"	18.4% (2022) [27/76countries]
% of 15 year old students who understand "Probability"	33.4% (2022) [38/76countries]
% of 15 year old students who understand "Declarative fraction"	12.3% (2022) [25/75countries]
% of 15 year old students who understand "Three-dimensional geometry"	40.3% (2022) [2/76countries]