Using COMPASS (Componential Assessment) to Reveal Japanese Students' Actual Competence in the Fundamentals of Mathematics : Is it True that "Students are Generally Fine with the Fundamentals, and that the Problems Exist Only in Applications"?

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  • 構成要素型テストCOMPASSに見る数学的基礎学力の実態 : 「基礎基本は良好,活用に課題」は本当か
  • コウセイ ヨウソガタ テスト COMPASS ニ ミル スウガクテキ キソ ガクリョク ノ ジッタイ : 「 キソ キホン ワ リョウコウ,カツヨウ ニ カダイ 」 ワ ホントウ カ

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Abstract

It is widely said that "Japanese students are generally fine with the fundamentals, and that the problems exist only in applications" based on the results of assessments such as the national achievement exams. However, educational practices utilizing psychological perspectives have suggested that fundamentals acquisition among Japanese students is not sufficient. Thus, in this study, COMPASS (Ichikawa, 2009), an assessment tool developed based on findings from educational practices and psychological research, was administered to 682 8th-grade students to examine whether they had sufficiently acquired those fundamentals as well as to identify any gaps that might exist. Fifteen math teachers who were teaching the participants were also administered a questionnaire to gauge their views about what might constitute sufficient criteria for 8th-grade students. Results from analyses of the students' and teachers' responses indicate insufficiencies in students' understanding of mathematical concepts, inefficiencies in making decisions about mathematical operations, and low spontaneity in using appropriate strategies. These results suggest a need to reconsider traditional perceptions about Japanese students' mathematical competencies.

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