This study aims to investigate whether 41 countries participating in the 8th grade mathematics study effectively managed their input/efforts for the achievement in mathematics under TIMSS 2015 using descriptive survey model. Data envelopment analysis was used to analyze the data. In the study, sampling was performed on 8th grade students. The study uses the data generated by EA IDB Analyzer software analyzing the questionnaires filled by the students, teachers and school principals, and the students mathematics achievements. When the educational inputs affecting achievement in mathematics are analyzed compared to their reference countries, Chinese Taipei (Taiwan) ranks the first, Japan the second and Korea the third. The least efficient six countries are Kuwait, South Africa, Argentina-Buenos Aires, Jordan, Oman and Saudi Arabia, respectively. Turkey is the country closest to be efficient regarding eight variables aforementioned. The least efficient countries use their resources ineffectively and cannot get in return for their expenditures.
Key words: Educational inputs, mathematics teaching, TIMSS 2015, data envelopment analysis
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