Comparative Study on Pupils' Progress of Mathematical Ability
Grant-in-Aid for Scientific Research (B)
|Allocation Type||Single-year Grants|
|Research Institution||HIROSHIMA UNIVERSITY|
NAKAHARA Tadao Hiroshima Univ.Education Professor, 教育学部, 教授 (90034818)
IIDA Shinji Fukuoka Univ.of Education Associate Prof., 教育学部, 助教授 (20184351)
KOYAMA Masataka Hiroshima Univ.Education Associate Prof., 教育学部, 助教授 (30186837)
IWASAKI Hideki Hiroshima Univ.Graduate School Associate Prof., 大学院・国際協力研究科, 助教授 (50116539)
UEDA Atsumi Hiroshima Univ.Education Associate Prof., 学校教育学部, 助教授 (50168621)
SHIGEMATSU Keiichi Nara Univ.of Education Professor, 教育学部, 教授 (40116281)
|Project Period (FY)
1995 – 1997
Completed(Fiscal Year 1997)
|Budget Amount *help
¥4,300,000 (Direct Cost : ¥4,300,000)
Fiscal Year 1997 : ¥1,400,000 (Direct Cost : ¥1,400,000)
Fiscal Year 1996 : ¥1,300,000 (Direct Cost : ¥1,300,000)
Fiscal Year 1995 : ¥1,600,000 (Direct Cost : ¥1,600,000)
|Keywords||scholarship / comparative study / mathematical ability / potential ability|
THis study is based on KassEx Project that aims to carry out research into the teaching and learning of mathmeatics in different countries, and ultimately to make recommedations about good practice in helping pupils achieve their mathematical potential. It is a main characteristic that the study is longitudial for two years and investigates mathematical potential as well as mathematical content-attainment of pupils inlower secondary schools.
In Japan, we implemented the Potential Test, the NumberTest, and the Shape and Space Test developed by KassEx Project and analyzed the results of them. The main result of this study in Japan shows us the followings :
(1) Japanese pupils performed better in all tests than England, Scotland and Germany. This results is indicativt of the effectiveness of mathematics education in Japan.
(2) The score of the Potential Test differed little between Japan and other countries. It should be noted that the difference of the contents and teaching method of each countries have no effect the result of the the Potential Test.
(3) Some worst scores of questions in Japan reflect the fact the topics related to the questions have not yet been covered by the curriculum in Japan.
(4) There are large difference among the mean scores of schools in England, Scotland and Germany, however little in Japan.
Research Products (9results)