抄録
This is the third report of the series of studies, which are based on potential test, topic tests, and four kinds of questionnaire developed by KassEx Project. The purpose of this research is to make an investigation into pupils' progress of mathematical ability at secondary school level, to appreciate the factors that enhance or hinder mathematics teaching, and to make recommendations for improvement of mathematics teaching curriculum. In this paper, we review the results of Year 1 and Year 2 potential test done by the same pupils in Japan for the cross-sectional comparison between European countries and Japan, and the longitudinal comparison between Year 1 and Year 2 in Japan. The main results are as follows: In the longitudinal comparison, 1) the progress of potential ability was statistically significant. Learning mathematics during one year after the Year 1 test could cause the development of it. 2) But the reliability of potential test was confirmed by cross table concerning the ratio of correct answer to each question. And in the cross-sectional comparison, 3) the potential ability of Japanese pupils is higher as a whole than that of British and German pupils. The results of Japanese pupils on three questions out of 26 ones, however, are worse significantly than that of British and German pupils. Answers of those questions could be got by try and error. Pupils in Japan might be inferior to pupils in Britain and Germany in intellectual toughness.
