開発途上国における数学の認知的側面と情意的側面の関連性に関する研究 ― PISA2003の二次分析を通じて ―

抄録

　　 There is a considerable gap between developing and developed countries not only in the students’ cognitive aspect, but also in the students’ affective aspect in mathematical literacy of PISA2003.  In the case of Japan, the students’ cognitive aspect is in the highest level in this survey, although their affective aspect is ranked in the lowest level.  On the other hand, most of the developing countries have opposite circumstances from Japanese case.  For this background, this paper examines the relationship between cognitive and affective aspect through an international comparison by making a secondary analysis of PISA2003.  In particular, the data of mathematical literacy test and questionnaire for students were analyzed in this study.  The results indicate that there are some common points among 39 participant countries regardless of developing or developed countries.  One of the affective aspects which is termed “self-efficacy” brings about the positive effect to cognitive aspect.  Particularly the different levels of “self-efficacy” can be actualized in the items of openconstructed response.  Generally, the education in developing countries is in a very different circumstance from developed countries.  Thus, identifying a common trend between developing and developed countries could yield a contribution for international cooperation in mathematics education.