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ID 30060
file
title alternative
Research on Pupils' Progress of Mathematical Ability at Lower Secondary School Level (4) : Considering the "Number" of Test Points
creator
Iida, Shinji
Yamaguchi, Takeshi
Nakahara, Tadao
Shigematsu, Keiichi
NDC
Education
abstract
Kassel-Exeter Projectによって開発された共通問題を用いて, 日本の中学生の数学的能力の発達・変容を調査し, その検討を通して, よりよい数学教育に向けての示唆を得ることが本研究の目的である。「数」調査問題をもとに1019名の公立中学校2, 3年生を対象とする調査を行ったところ, 日本の中学生の「数」得点は1年次からすでに高いレベルにあり, そのレベルを維持したままで, イギリス・ドイツなどと比して遜色のない程度の伸びを示していることがわかった。さらに, 問題ごとの正答率の変容に着目すると同時に, 被験者を3つの群に層化することによって, 正答率の変容の要因を分析した。その結果, 数学学習に対する「潜在力」の高い生徒および「潜在力」の低い生徒の「数」得点の変容に関する特徴が洗い出され, 個に応じた数学指導を考慮していく際の示唆が得られた。, 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.
abstract
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), potentailly 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.
journal title
日本教科教育学会誌
volume
Volume 21
issue
Issue 4
start page
35
end page
44
date of issued
1999-03-31
publisher
日本教科教育学会
issn
0288-0334
ncid
language
jpn
nii type
Journal Article
HU type
Journal Articles
DCMI type
text
format
application/pdf
text version
publisher
rights
Copyright (c) 1999 日本教科教育学会
department
Graduate School of Education