The continuous research on mathematical attainment is a part of the International Project on Mathematical Attainment (IPMA) in which such countries as Brazil, Czech Republic, England, Hungary, The Netherlands, Ireland, Japan, Poland, Russia, Singapore and USA are participated. The aim of this project is to monitor the mathematical progress of children from the first year of compulsory schooling throughout primary school and to study the various factors which affect that progress, with the ultimate aim of making recommendations at an international level for good practice in the teaching and learning of mathematics. In Japan, the total of eight different public primary schools have agreed to participate in the project. We asked all two-cohort children and their classroom teachers from these schools to be involved and to take mathematical attainment tests for six years. At the present we have carried out six tests, i.e. Test 1, Test 2, Test 3, Test 4, Test 5 and Test 6 to about 300 children of first cohort for five years. The purpose of this paper is to analyze the indices for evaluating the progress of mathematical attainment of first cohort children at middle grades. As a result of analysis in terms of some indices, we found out the following: ・Some indices including Value-added Scores can be adopted for evaluating the progress of mathematical attainment between successive tests. ・We could grasp the evidence of the progress by introducing the indices for 329 children in thirteen classes and comparing the average scores of the classes. ・It is highly possible that we can point out the true improvement of children, if we have some indices from the continuous research on mathematical attainment such as IPMA.

抄録全体を表示

The continuous research on mathematical attainment is a part of the International Project on Mathematical Attainment (IPMA) in which such countries as Brazil, Czech Republic, England, Hungary, Holland, Ireland, Japan, Poland, Russia, Singapore and USA are participated. The aim of this project is to monitor the mathematical progress of children from the first year of compulsory schooling throughout primary school and to study the various factors which affect that progress, with the ultimate aim of making recommendations at an international level for good practice in the teaching and learning of mathematics. In Japan, the total of eight different public primary schools have agreed to participate in the project. We asked all two-cohort children and their classroom teachers from these schools to be involved and to take mathematical attainment tests for six years. At the present we have carried out three tests, i.e. Test 1, Test 2 and Test 3 to the about 500 children of first cohort for two years. The purpose of this paper is to analyze the data of these tests, to investigate children's progress of mathematical attainment and to present a way of seeing the fixity of mathematical attainment in order to find out some suggestions for improving the teaching and learning of mathematics at these primary schools. First, according to the percentage of correct answer to each test item, we made such categories as high [H], medium [M] and low [L] attained items. We found out there were five different types of [H→H ], [M→H], [L→H], [L→M] and [L→L] based on the progress of each test item from Test 1 to Test 2 or from Test 2 to Test 3. For example, the type of [H→H] means that for those test items in this type children had done well at the first test and did so at the second test a year later. The type of [L→H] means that for those test items in this type children had not done well at the first test and became to be well at the second test a year later. It reflects a positive effectiveness of the teaching and learning of mathematics for one year. Using these types, we found out that the teaching and learning of mathematics at the first grade was more effective than that one at the second grade in these schools. Second, we defined the fixity of mathematical attainment such that for three tests if a child's changing pattern of correct (1) or incorrect (0) on an item is [1→1→1] or [0→1→1] then the child's mathematical attainment on the item is fixed. We found out that four items in Test 1 were insufficiently fixed among children and suggested that more efforts should be made in the teaching and learning of mathematics related these items.

抄録全体を表示

The continuous research on mathematical attainment is a part of the International Project on Mathematical Attainment (IPMA) in which such countries as Brazil, Czech Republic, England, Hungary, Holland, Ireland, Japan, Poland, Russia, Singapore and USA are participated. The aim of this project is to monitor the mathematical progress of children from the first year of compulsory schooling throughout primary school and to study the various factors that could affect the progress, with the ultimate aim of making recommendations at an international level for good practice in the teaching and learning of mathematics. In Japan, the total of eight different public primary schools have agreed to participate in the project. We asked all two-cohort children and their classroom teachers from these schools to be involved and to take mathematical attainment tests for six years. At the present we have carried out three tests, i.e. Test 1, Test 2 and Test 3 to both the about 500 children of first cohort and the about 440 children of second cohort for two years. The purpose of this paper is to analyze the data of these tests, investigate children's progress of mathematical attainment and compare two-cohort children's progress in order to find out some suggestions for improving the teaching and learning of mathematics at these primary schools. In our previous paper (Koyama et. al., 2002), according to the percentage of correct answer to each test item, we made such categories as high [H], medium [M] and low [L] attained items. We defined the fixity of mathematical attainment such that for three tests if a child's changing pattern of correct (1) or incorrect (0) on an item is [1→1→1] or [0→1→1] then the child's mathematical attainment on the item is fixed. As a result of analysis in terms of these categories and the fixity of mathematical attainment, we found out the followings. First, there were five different types of [H→H], [M→H], [L→M] and [L→L] based on the progress of each some test item from test 1 to test 2 or from test 2 to test 3. For example, the type of [H→H] means that for those test items in this type children had done well at the first test and did so at the second test a year later. The type of [L→H] means that for those test items in this type children had not done well at the first test and became to be well at the second test a year later. It reflects a positive effectiveness of the teaching and learning of mathematics for one year. As a result of comparative analysis by using these types, we found it common to two-cohort children that the teaching and learning of mathematics at the first grade was more effective than that one at the second grade in these schools. Second, as a result of comparative analysis in terms of the fixity of children's mathematical attainment, we found it common to both cohorts children that four items in test 1 were insufficiently fixed among children and suggested that more efforts should be made in the teaching and learning of mathematics related these items. As a final result, we can identify there is a very similar tendency in the progress of two-cohort children's mathematical attainment for two years. It could be interpreted as a reflection of the similarity in the practices of teaching and learning of mathematics at eight primary schools for two years. We could say that such similarity would be a characteristic of the teaching and learning of mathematics in Japan.

抄録全体を表示

The continuous research on mathematical attainment is a part of the International Project on Mathematical Attainment (IPMA) in which such countries as Brazil, Czech Republic, England, Hungary, The Netherlands, Ireland, Japan, Poland, Russia, Singapore and USA are participated. The aim of this project is to monitor the mathematical progress of children from the first year of compulsory schooling throughout primary school and to study the various factors which affect that progress, with the ultimate aim of making recommendations at an international level for good practice in the teaching and learning of mathematics. In Japan, the total of eight different public primary schools have agreed to participate in the project. We asked all two-cohort children and their classroom teachers from these schools to be involved and to take mathematical attainment tests for six years. At the present we have carried out five tests, i.e. Test 1, Test 2, Test 3, Test 4 and Test 5 to about 300 children of first cohort for four years. The purpose of this paper is to analyze the data of three tests, i.e. Test 3, Test 4 and Test 5 to investigate children's progress of mathematical attainment in order to find out some suggestions for improving the teaching and learning of mathematics at these primary schools. In our previous paper (Koyama et.al., 2002), according to the percentage of correct answer to each test item, we made such categories as high [H], medium [M] and low [L] attained items. We defined the fixity of mathematical attainment such that for three tests if a child's changing pattern of correct (1) or incorrect (0) on an item is [1→1→1] or [0→1→1] then the child's mathematical attainment on the item is fixed. As a result of analysis in terms of these categories and the fixity of mathematical attainment, we found out the following: ・There were five different types of [H→H], [M→H], [L→H], [L→M] and [L→L] from Test 3 to Test 4 based on the progress of each some test item in Test 3 which is learned at the third grade. ・There were two different types of [L→M] and [L→L] from Test 4 to Test 5 based on the progress of each some test item in Test 3 which is learned at the fourth grade. ・We found that the only basic item in Test 3 which is learned at third grade was insufficiently fixed among children. These results suggest that the teaching and learning of mathematics at the third grade was more effective than that one at the fourth grade in these schools and that more efforts should be made in the teaching and learning of contents such as decimal, fraction and division with remainder.

抄録全体を表示

The purpose of this study is to investigate pupil' progress of mathematical ability at lower secondary school level and consider the suggestion for improving our mathematics education, by means of using the problems developed by Kassel-Exeter Project. We investigated the pupils' progress (or retrogradation) concerning "Number" test which is composed of fifty problems by examining the same pupils in Fukuoka prefecture an year later. Our pupils' progress is almost same as the progress of pupils in England, Scotland and Germany. But, since our pupils' "Number" test point is comparatively high, our pupils' progress at such a higher level can be regarded as a result of our effective teaching of mathematics. According to the longitudinal investigation about the points of each problem, we couldn't find a remarkable progress of points concerning the area of "estimation", "proportion and percentage" and "problem solving". Moreover, we divided our pupils into three groups (PH, PM, PL) by means of their points of "Potential" test. As a general finding, we can point out that the PH pupils' progress is due to the success concerning comparatively difficult problems and that the PL pupils' progress is due to the success concerning comparatively easy problems. At the same time, we could find that their retrogradation is also due to the failure concerning the same kind of problems. Such a valuable suggestion gained is this study can be considered as an important point of improving our mathematics education.

抄録全体を表示

The model for the estimation of the amount of mental stress was proposed and the validity of this proposed model was discussed. Emotional sweating rates on solving the mathematical problems which were given as mental stimulation were measured by using the apparatus for continuous recording of emotional sweating rate. The follwing was found out; (a) The normal variation of emotional sweating rates correlate with the subjective difficulty level. (b) The estimated value by this proposed model correlate with the subjective difficulty level. From these results, the validity of this proposed model as the model for the estimation of the amount of mental stress was indicated.

抄録全体を表示

The continuous research on mathematical attainment is a part of the International Project on Mathematical Attainment (IPMA) in which such countries as Brazil, Czech Republic, England, Hungary, The Netherlands, Ireland, Japan, Poland, Russia, Singapore and USA are participated. The aim of this project is to monitor the mathematical progress of children from the first year of compulsory schooling throughout primary school and to study the various factors which affect that progress, with the ultimate aim of making recommendations at an international level for good practice in the teaching and learning of mathematics. In Japan, the total of eight different public primary schools have agreed to participate in the project. We asked all two-cohort children and their classroom teachers from these schools to be involved and to take mathematical attainment tests for six years. The purpose of this paper is to analyze the data of three tests, i.e. Test 5, Test 6(1) and Test 6(2) to investigate children's progress of mathematical attainment in order to find out some suggestions for improving the teaching and learning of mathematics at these primary schools. In our previous paper (Koyama et.al., 2002), according to the percentage of correct answer to each test item, we made such categories as high [H], medium [M] and low [L] attained items. We defined the fixity of mathematical attainment such that for three tests if a child's changing pattern of correct (1) or incorrect (0) on an item is [1→1→1] or [0→1→1] then the child's mathematical attainment on the item is fixed. As a result of analysis in terms of these categories and the fixity of mathematical attainment, we found out the following: ・There were three different types of [L→H], [L→M] and [L→L] from Test 5 to Test 6(1) based on the progress of each some test item in Test 5 which is learned at the fifth grade. ・There were five different types of [H→H], [M→H], [L→H], [L→M] and [L→L] from Test 6(1) to Test 6(2) based on the progress of each some test item in Test 6 which is learned at the sixth grade. ・We found that the three basic items in Test 6 which are learned at the fifth grade was fixed among children. These results suggest that the teaching and learning of mathematics at the fifth grade was partly effective and that more efforts should be made in the teaching and learning of contents such as area and volume, proportion and even and odd number.

抄録全体を表示

　　 The continuous research on mathematical attainment is a part of the International Project on Mathematical Attainment (IPMA) in which such countries as Brazil, Czech Republic, England, Hungary, The Netherlands, Ireland, Japan, Poland, Russia, Singapore and USA are participated. The aim of this project is to monitor the mathematical progress of children from the first year of compulsory schooling throughout primary school and to study the various factors which affect that progress, with the ultimate aim of making recommendations at an international level for good practice in the teaching and learning of mathematics.

　　 In Japan, the total of eight different public primary schools have agreed to participate in the project. We asked all two-cohort children and their classroom teachers from these schools to be involved and to take mathematical attainment tests for six years. We already carried out six tests, i.e. Test1, Test2, Test3, Test4, Test5 and Test6 to about 300 children of first cohort for 6 years.

　　 In this paper, we considered upon the evaluation about the percentage on Test6 by means of comparing the performance of them with that of pupils in Singapore. As a result of consideration, we founded out the following:

　・More efforts should be made in the teaching and learning of advanced contents such as finding out rules in sequence on numbers, percentage and computation of decimal numbers.

　・We should reflect on our curriculum from the point of the progress on pupils' learning ability on some contents such as “even and odd numbers” and “multiplication of decimals”.

抄録全体を表示

神奈川県内の公立中学校において,と理科に対する好嫌度と,数学と理科に対して抱いている意識の関係を探る目的で,質問紙法による調査を行った。集計をもとに主因子法による因子分析を行った結果,「理科・数学学習の苦手」,「数学学習の工夫」,「理科と数学の関連性」,「図形や関数の必要性」の4つの因子が抽出された。

抄録全体を表示

台湾の中学校で134名の生徒に対して質問紙調査を行い、学校での数学学習への興味関心を検討した。学年別によって、数学が好きな割合は小学校低学年における70%から中学校2年生におけるに大きく低下することがわかった。数学の各単元の好き嫌いから見て、小学校の分数問題と中学校の関数問題は数学学習の過程に学習障害になると考えられる。また、生徒が最も望ましい数学の先生は「話し合いの中でわかりやすく熱心に授業を行う先生」としていることなどがわかった。

抄録全体を表示

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.

抄録全体を表示

本研究は日本の的モデリングについての能力や認識の一端を調べるため,クロマグロの減少問題を取り上げて実践を試みたものである。その結果,この問題に興味関心を示した生徒は約8割,課題追求意欲を示した生徒は約6割,数学の有用性への認識を高めた生徒は3年生で約2割増ととなり,問題設定能力については,主テーマに到らずに種々のデータを使った求値問題の作成レベルにとどまる生徒が多いことが分かった。

抄録全体を表示

中学3年生(N=71)の数学の学習方法と達成度の関係を調べるために,学習方法の2尺度(「挑戦度」,「着実性」)と学習意欲を説明変数,数学の3領域(数と式,図形,数量関係）の達成度を目的変数としてそれぞれ重回帰分析を行った。その結果,3領域とも「挑戦度」が達成度に有意に寄与していること,学習意欲と「着実性」は寄与が小さいことなどが明らかになった。

抄録全体を表示

本研究は日本の的モデリングについての能力や認識の一端を調べるため,「太陽光パネルによる家庭発電問題」と「電気自動車購入問題」を取り上げて実践を試みたものである。その結果,この種の社会問題への生徒の興味関心,課題追求意欲は高いことが分かった。しかし,問題場面からの条件設定に関わっては,一定の条件変更を視野に入れることができるものの,多要因の複雑な現実問題に対応するモデリングスキルは不十分であることも明らかになった。

抄録全体を表示