Effect of “Amount per Unit Quantity” in Elementary School Mathematics on “Material Density” in Lower Secondary School Science: In Comparison with the Results of the Problem on “Amount per Unit Quantity” in the National Assessment of Academic Ability and Survey on Learning Situations

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  • 小学算数「単位量当たりの大きさ」が中学理科「密度」に及ぼす効果～全国学力・学習状況調査問題「算数A」と比較して～
  • ショウガク サンスウ 「 タンイリョウ アタリ ノ オオキサ 」 ガ チュウガク リカ 「 ミツド 」 ニ オヨボス コウカ : ゼンコク ガクリョク ・ ガクシュウ ジョウキョウ チョウサ モンダイ 「 サンスウ A 」 ト ヒカク シテ

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<p>The purpose of this research was to find out whether students’ learning of “amount per unit quantity” in elementary 5th grade mathematics affects their comprehension of “material density” in lower secondary school science. The results of the problem on “amount per unit quantity” in the national assessment of academic ability and survey on learning situations, and the results of the problems of “material density” in lower secondary school science were compared. As a result, the learning of “amount per unit quantity” in elementary 5th grade mathematics turned out to be in fact the readiness of the learning of “material density” in lower secondary school science. However, only a half of the elementary school students comprehended the concept of “amount per unit quantity” and were able to formularize it. Therefore, our results confirm that most of the elementary school students who understand “amount per unit quantity” in elementary school mathematics are well-prepared for solving the “material density” problems in lower secondary school science.</p>

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