水銀含有量がppbレベルあるいはそれ以下のレベルの環境試料について水銀を正確に定量することは一般にきわめて困難である。実験環境(実験室大気,試薬,器具,容器)からの水銀の汚染が無視できなくなるからである。大気.,陸水,海水,岩石その他の固体試料など,水銀含有量の低いレベルのものについてはつぎのような定量法が役立つ。
(1)大気から多孔質金に水銀をトラップしたのち,加熱気化させ,冷原子吸光光度法により定量する。
(2)固体試料からの水銀の分離は,加熱気化法一つまり物理的方法で行なう。化学薬品からの水銀の汚染をさけるためである。気化した水銀は(1)の方法で多孔質金にトラップして同様に定量する。
(3)水試料の場合は還元気化後,(1)と同様に操作する。
以上の操作をセミクローズドシステムで実施できるよう装置を組み合わせ。実験環境からの水銀汚染を最小限にとどめ,満足すべき結果を得た。

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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.

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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.

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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.

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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.

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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.

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『日本栄養士会雑誌』 第58巻第7号におきまして、執筆者から依頼がありましたので、掲載します。
p.35　表3
（誤）被災者への栄養・食生活支援が必要となる被災経験（複数回答）の％値：阪神淡路大震災（1995.1） 0.9％、東日本大震災（2011.3） 7.4％
（）被災者への栄養・食生活支援が必要となる被災経験（複数回答）の％値：阪神淡路大震災（1995.1） 0.8％、東日本大震災（2011.3） 7.3％
p.39　本文右段7～8行目
（誤）
最も備蓄している割合が高かったのは乳児用ミルク（69.3％）であり、おかゆが51.4％、アレルギー対応食品は35.9％であった。
（）
最も備蓄している割合が高かったのは乳児用ミルク（69.1％）であり、おかゆが51.1％、アレルギー対応食品は35.6％であった。
p.40　表9
（誤）
全体の自治体数の％値：乳児用ミルク 69.6％、おかゆ 51.4％、アレルギー対応食品 35.9％、強化米 15.3％、ベビーフード 7.2％、その他 5.3％、無回答、もしくは「備蓄なし」等と回答 10.3％
N： 418、複数回答
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全体の自治体数の％値：乳児用ミルク 69.1％、おかゆ 51.1％、アレルギー対応食品 35.6％、強化米 15.2％、ベビーフード 7.1％、その他 5.2％、無回答、もしくは「備蓄なし」等と回答 10.2％
N： 421、複数回答
「日本栄養士会雑誌」編集委員会

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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.

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上から9行目
（誤）合計1,542 学会，1,615 大会の情報
（）合計1,542 学会の情報

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