Empirical Study on the Evaluation Method for International Cooperation in Mathematics Education in Developing Countries-Focusing on Pupils' Learning Achievement-

本研究的主题是发展中国家在科学和数学教育特别是数学教育方面的国际合作中关于儿童成就的评价指标和方法。然而，我们设定了包括“预期课程”和“实施课程”在内的总体框架，以全面把握发展中国家数学教育教与学的全貌。调查中选择了具有不同历史和社会文化背景的目标国家：东亚的中国，东南亚的菲律宾和泰国，南亚的孟加拉国，非洲的加纳和赞比亚。研究结果如下：(1)本研究的过程和结果表明，儿童的学业成就与课堂语言之间存在着深刻的联系。研究工具的社会文化效度在TIMSS等任何国际成就测试中都是有问题的。(Ii)结果表明，儿童的语言能力在分数问题的解决过程中起着重要作用，不同国家实施的课程对分数概念的形成有很大影响。上述研究成果的详细内容载于2007年1月14日在东京举行的国际研讨会--《国际合作促进数学教育的内生发展》。参与国际合作的人员以及参与这一研究项目的研究人员分享和讨论了研究成果。

The subject of this research is the indicators and methods of evaluation about children's achievement ("attained curriculum") in international cooperation in science and mathematics education, especially in mathematics education, in developing countries. We, however, set the overall framework including "intended curriculum" and "implemented curriculum" to grasp the full picture of teaching and learning of mathematics education in developing countries. Target countries with different historical and sociocultural background were selected in the survey: China in East Asia, the Philippines and Thailand in Southeast Asia, Bangladesh in South Asia, and Ghana and Zambia in Africa. In addition to these countries, the complementary survey was implemented in Japan.As a result, the research findings are the following:(i) The process and the result in this research project implied the deep relationship between children's achievement and the language in their classroom. The sociocultural validity of the research tools was revealed to be problematic in any international achievement tests such as TIMSS.(ii) The result showed that language competence of children played a significant role in the process of problem-solving about fraction, and that "implemented curriculum" which differed from one country to another had much effect on the concept formation of fraction.The details of above research findings were presented in the international symposium, "International cooperation towards the endogenous development of mathematics education", held in Tokyo on Jan 14th, 2007. Those who have been involved in international cooperation shared and discussed the results as well as co-researchers in this research project.