The Continuous Research on Mathematical Attainment at Primary School Level

This study is a part of the International Project on Mathematical Attainment （IPMA）我们monitoredthe mathematical progress of children from the first year of compulsory schooling throughout primaryschool and studied the various factors that affect the progress. In日本，total of eight different public schools have agreed to participate in this project.我们都知道two-cohort children （1st cohort: about 500 children, 2nd cohort: about 500 children）440个孩子和他们的课堂教师从这些课程中加入和takemathematical attainment tests for six years自1999年以来。We developed these tests by translatingEnglish tests of IPMA into Japanese without changing the mathematical essence such as numbers，operations and so on.As a result of analysis我们发现了following: the teaching and learning of mathematics at the lower grades wasrelatively effective. At the higher grades，advanced contents mathematical attainment of advanced contents was not so good. More efforts should be made in theteaching and learning of advanced contents.By comparing the mathematical attainment of advancedcontents,我们可以发现不同的教育和同学之间的差异。Moreover，我们可以在条件下upon the evaluation about the mathematical attainment by means of comparing theperformance of Japanese pupils with that of pupils in新加坡。

This study is a part of the International Project on Mathematical Attainment (IPMA). We monitored the mathematical progress of children from the first year of compulsory schooling throughout primary school and studied the various factors that affect the progress. In Japan, the total of eight different public schools have agreed to participate in this project. We asked all two-cohort children (1st cohort : about 500 children, 2nd cohort : about 440 children) and their classroom teachers from these schools to be involved and to take mathematical attainment tests for six years since 1999. We developed these tests by translating English tests of IPMA into Japanese without changing the mathematical essence such as numbers, operations and so on.As a result of analysis, we found out the following :・The teaching and learning of mathematics at the lower grades was relatively effective.・At the higher grades, the mathematical attainment of advanced contents was not so good. More efforts should be made in the teaching and learning of advanced contents.By comparing the mathematical attainment of advanced contents, we could find the conspicuous differences between schools and between classrooms. Moreover, we could consider upon the evaluation about the mathematical attainment by means of comparing the performance of Japanese pupils with that of pupils in Singapore.