抄録
The continuous research on mathematical attainment is a part of the International Project on Mathematical Attainment (IPMA) in which such countries as Brazil, Czech Republic, England, Hungary, The Netherlands, Ireland, Japan, Poland, Russia, Singapore and USA are participated. The aim of this project is to monitor the mathematical progress of children from the first year of compulsory schooling throughout primary school and to study the various factors which affect that progress, with the ultimate aim of making recommendations at an international level for good practice in the teaching and learning of mathematics. In Japan, the total of eight different public primary schools have agreed to participate in the project. We asked all two-cohort children and their classroom teachers from these schools to be involved and to take mathematical attainment tests for six years. At the present we have carried out six tests, i.e. Test 1, Test 2, Test 3, Test 4, Test 5 and Test 6 to about 300 children of first cohort for five years. The purpose of this paper is to analyze the indices for evaluating the progress of mathematical attainment of first cohort children at middle grades. As a result of analysis in terms of some indices, we found out the following: ・Some indices including Value-added Scores can be adopted for evaluating the progress of mathematical attainment between successive tests. ・We could grasp the evidence of the progress by introducing the indices for 329 children in thirteen classes and comparing the average scores of the classes. ・It is highly possible that we can point out the true improvement of children, if we have some indices from the continuous research on mathematical attainment such as IPMA.
