Analysis of social dimensions of knowledge of educational content in mathematics education

The present study aims to identify contextual and symbolic situations, such as family and school, for adolescents' success in mathematics. In this view, the role of contextual conditions, especially social, in all education and key cases and the socio-cultural nature of this concept is quite prominent. According to the facilities and nature of research, the method of conducting research is social assessment. The research sample included 398 adolescents from six different high schools in Russia. The research results, with 57% capability of changes in students' math score, show how to analyze research hypotheses. The results of multistage regression analysis indicate that classroom conditions as the most important symbolic place in mathematics and physics education have the most important reinforcing role in obtaining a mathematical grade.