Abstract
The purpose of this research was to find out whether students’ learning of “amount per unit quantity” in elementary 5th grade mathematics affects their comprehension of “material density” in lower secondary school science. The results of the problem on “amount per unit quantity” in the national assessment of academic ability and survey on learning situations, and the results of the problems of “material density” in lower secondary school science were compared. As a result, the learning of “amount per unit quantity” in elementary 5th grade mathematics turned out to be in fact the readiness of the learning of “material density” in lower secondary school science. However, only a half of the elementary school students comprehended the concept of “amount per unit quantity” and were able to formularize it. Therefore, our results confirm that most of the elementary school students who understand “amount per unit quantity” in elementary school mathematics are well-prepared for solving the “material density” problems in lower secondary school science.
