Empirical Study on the Evaluation Method for International Cooperation in Mathematics Education in Developing Countries-Focusing on Pupils' Learning Achievement-
| Project/Area Number |
16402046
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 海外学術 |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Hiroshima University |
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Principal Investigator |
IWASAKI Hideki Graduate School of education, Professor, 大学院教育学研究科, 教授 (50116539)
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| Co-Investigator(Kenkyū-buntansha) |
UEDA Atsumi Graduate School of Education, Professor, 大学院教育学研究科, 教授 (50168621)
BABA Takuya Graduate School for International Development and Cooperation, Associate Professor, 大学院国際協力研究科, 助教授 (00335720)
ISODA Masami Tsukuba University, Center for Research on International Cooperation in Educational Development, Associate Professor, 教育開発国際協力研究センター, 助教授 (70212967)
MARUYAMA Hideki National Institute for Educational Policy Research, Researcher, 国際研究協力部, 研究員 (10353377)
KUWAYAMA Hisashi Graduate School of Education, Research Associate, 大学院教育学研究科, 助手 (90379850)
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| Project Period (FY) |
2004 – 2006
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| Project Status |
Completed (Fiscal Year 2006)
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| Budget Amount *help |
¥9,300,000 (Direct Cost: ¥9,300,000)
Fiscal Year 2006: ¥3,000,000 (Direct Cost: ¥3,000,000)
Fiscal Year 2005: ¥2,800,000 (Direct Cost: ¥2,800,000)
Fiscal Year 2004: ¥3,500,000 (Direct Cost: ¥3,500,000)
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| Keywords | International Cooperation in Education / Mathematics Education / Evaluation / Fraction / Language / Culture / International Exchange among Researchers / Multinational / 基礎学力 / カリキュラム / TIMSS |
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| Research Abstract |
The subject of this research is the indicators and methods of evaluation about children's achievement ("attained curriculum") in international cooperation in science and mathematics education, especially in mathematics education, in developing countries. We, however, set the overall framework including "intended curriculum" and "implemented curriculum" to grasp the full picture of teaching and learning of mathematics education in developing countries. Target countries with different historical and sociocultural background were selected in the survey: China in East Asia, the Philippines and Thailand in Southeast Asia, Bangladesh in South Asia, and Ghana and Zambia in Africa. In addition to these countries, the complementary survey was implemented in Japan.
As a result, the research findings are the following:
(i) The process and the result in this research project implied the deep relationship between children's achievement and the language in their classroom. The sociocultural validity of the research tools was revealed to be problematic in any international achievement tests such as TIMSS.
(ii) The result showed that language competence of children played a significant role in the process of problem-solving about fraction, and that "implemented curriculum" which differed from one country to another had much effect on the concept formation of fraction.
The details of above research findings were presented in the international symposium, "International cooperation towards the endogenous development of mathematics education", held in Tokyo on Jan 14th, 2007. Those who have been involved in international cooperation shared and discussed the results as well as co-researchers in this research project.
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Report
(4 results)
Research Products
(6 results)
