Research on Pupils' progress of Mathematical Ability at Lower Secondary School Level (4) : Considering the "Number" of Test Points

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  • 中学生の数学的能力の発達・変容に関する調査研究(4) : 「数」得点の変容に関する特徴の分析
  • チュウガクセイ ノ スウガクテキ ノウリョク ノ ハッタツ ヘンヨウ ニ カンスル チョウサ ケンキュウ 4 カズ トクテン ノ ヘンヨウ ニ カンスル トクチョウ ノ ブンセキ

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The authors administered the "number" of test composed of 50 problems developed by Kassel-Exeter Project to students in Tokyo, Nara, Hiroshima, Fukuoka and Nagasaki prefectures a year earlier to identify the students' progress in mathematical ability at lower secondary school level. Analysis of the test shows that Japanese students' progress is almost comparable with the students from other countries like England and Germany, which can be attributed to the effective teaching of Mathematics. Aside from the overall analysis of the test scores, a longitudinal analysis of each problem was made. The analysis showed that Japanese pupils made remarkable progress in many problems but they showed corresponding regression on estimation of problems. Based on their points in a "potential" test, students were grouped as potentially high (PH), potentially medium (PM) or potentially low (PL). PH students exhibited high points in comparatively difficult problem items while PL students' showed progress in comparatively easy problem items. The observed regression could be attributed to the same kind of problem items. Important implications for the improvement of the teaching of Mathematics were identified.

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