This paper describes the usage of Japanese words like ookii, chiisai, tsuyoi, yowai, ooi, sukunai, takai, hikui, etc., which express degree or quantity of scientific concepts in school science textbooks for primary, middle and high school students. The following observations have been found on the use of these words in various textbooks. (1) Ookii (big, large, etc.), chiisai(small, little, etc.) or ookisa(size, magnitude, dimensions etc.) have been used most frequently at all levels of textbooks for this purpose. (2) The frequency of ookii-chiisai-ookisa in use accompanied with abstract scientific concepts not having spatial meaning increases considerably in textbooks for the higher graders. (3) Degree or quantity of scientific concepts is mostly expressed by using both ookii-chiisai-ookisa, and other kinds of specific and concrete words with almost the same meaning Judging from the actual uses in textbooks, it can be said that the usage of these words is not necessarily fixed, and that these words are not used properly in textbooks. This will mean that authors of textbooks tend to use their favorite words without rules. The author has proposed to standardize the usage of these words in science textbooks in connection with scientific concepts and terms.

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In an ordinary math class, it is very difficult for the teacher to cope with all the different responses given by each student. Then the teaching-learning process set in a natural class may be too difficult for one group of students but might be very easy for another group of students. In order to solve such a problem, many of the teachers show a tendency to give the students a lot of explanations of the concepts one after another. Thus, the students are passively exposed to much audio-visual information in succesive steps. For this reason, the student's willingness to accept the audio-visual information given by the teacher decreases gradually. It must be remembered that many of the discoveries and the inventions were made by people who were not necessarily blessed with intellectual curiosity.. If we emphasize this fact, the students will bring their intellectual ability into full play under the condition that they are anxious to be intellectually (or materialy) satisfied. Accordingly we have designed a math teaching-learning process in which the students are encouraged to seek for intellectual improvements. In this paper we aim at the construction of a math teaching-learning process which satisfies the following conditions: a) Every student always maintains a keen attention throughout the class. b) Every student is able to solve the problems at his own pace in the teaching-learning process.

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In the Australian educational system, one of the situations which is different from Japan is that in some states, decisions on the curriculum are left to the individual schools. In general, Australian primary schools do not have separate science laboratories, but they are well equipped with audio-visual aids. Australia has a large expanse of land and a small population especially in in-land areas. To support education for pupils in those areas, schools of the air and correspondence schools are well organized. For science experiments, pupils can get a kit on loan which includes chemicals, instruments and some other things, so that they can perform many kinds of science experiments at home by themselves. The policy of the Commonwealth Government is to promote Aboriginal education to give Aboriginals the chance to decide their future for themselves. Even in remote areas, the state governments have founded schools for Aboriginal children and special guidelines and curricula are designed for them. In science education, the natural environment surrounding Aboriginal communities is fully utilized.

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