A Fundamental Study for Connections between Arithmetics at Elementary School and Mathmatics at Junior High School

本研究是对数学教育中出现的所谓“初一落差”现象的调查。在一年级的学生中，普遍存在着“对数学有强烈的负面态度”的现象。这不能仅仅用教材的增加或数学问题解决的困难来解释。本研究以公办小学及附小初中的部分班级为研究对象，以酒井明等指出的一至二年级“学校适应不良”学生为研究对象。报告显示，在这些学年中，有越来越多的学生在数学上“不试着思考”、“满足于正确的答案”、“满足于好的结果”，这将要求我们改进和改革初中数学课堂。

This study is an investigation on the emergence of the so-called "first year gap in junior high school" in mathematics education. There is a general phenomenon that "strong negative attitudes toward mathematics" develop among students in their first year. This cannot be explained only by the increase of teaching materials or the difficulties with mathematical problem solving. This study, engaging in some classes at public and affiliated elementary-junior high schools, focuses on students with "school maladjustment" from the first to the second year indicated by Akira Sakai et al. It revealed that there are growing students in these school years who "do not try to think," "are contented with correct answers," or "are satisfied with good results" in mathematics, which will demand that we should improve and reform mathematics classes in junior high school.