Abstract
The entrance examination problems (Mathematics) of the Higher Schools are analyzed in this paper. The problems contained the four subjects on mathematics, those are : arithmetic, algebra, geometry and trigonometry.
(1) The arithmetic problems were contained at about 23-26% of the rates in the beginning, but they disappeared in 1910-1927 and were set again only 1% after 1928. I think there are two causes. First, those problems lost the social contexts and secondly, they were included in algebra.
(2) The trigonometric problems were contained at about 20-28% of the rates in the beginning, but they disappeared in 1919-1927 and were set again only 2% after 1928. It was because an examination could be taken for the Higher Schools after completion of the fourth grade of Junior Higher School. In that age, the trigonometry was treated in the fifth grade.
(3) There were some assertions of the International Reformation Movement in Mathematical Education. The principle of mixed course which is one of those assertions permeated gradually in the entrance examination problems (Mathematics) of the Higher Schools. We can point out two examples about the permeation. The first example is that arithmetic was included in algebra and the second example is the increase of the problems about the length, area and volume in geometry. It means that arithmetic, algebra and geometry are mixed.
(4) In contrast to the principle of mixed course, the functional idea didn't permeate so much. The problems of functions were set about 9%of the rates in 1926–1927 and after 1928, about 5% of the rates. In contrast, the problems of equations were set about 26%of the rates in 1926–1927 and after 1928, about 36%of the rates.
