2022 Volume 46 Issue 4 Pages 299-311
The teaching of two-way tables is becoming more and more important in Japanese school mathematics. In considering the teaching of two-way tables, the rubric for student responses to two-way table problems proposed in one previous study is suggestive. However, no study has examined a revision of the rubric as far as we know. Considering that developing a rubric with validity and reliability requires a lot of effort and time, we believe it necessary to study the rubric critically. That is the purpose of this paper. The methods are semi-structured interviews with university students and analysis of discussions of pairs of university students. As a result, [1] Students’ responses based on the size of the diagonal cell ratio are not taken into account in the rubric; [2] Students’ making sense is not properly categorized because the expressions indicating the object of investigation in the question text and the numerical values in the two-way table affect the students’ answers; [3] Being able to read properly in either row or column orientation does not imply being able to read properly in both row and column orientation.
