A Comparative Research on Development of Mathematical Thinking of Primary Pupils in Japan and China.

本研究取得的主要成果如下：（1）在对学业成绩调查和认知心理学研究文献进行综述的基础上，分析了数学思维的困难。日本队和中国队都开发了涉及比例、密集量、乘除法、分数、数关系和空间关系的理解和推理等较难概念的试探性问题。在日本考察组访问中国科学院心理研究所时，双方就测试计划进行了讨论。(2)当我们就计划草案达成一致时，我们进行了试点测试，其中包括日本团队和中国团队在日本和中国提出的问题。经过一些调查，对日本公立学校的339名学生和一所附属学校的115名学生进行了四年级的测试。在日本，对公立学校的273名学生和附属学校的115名学生进行了六年级的测试。另一方面，在中国，对杭州三所小学四年级的291名学生和六年级的316名学生进行了测试。(3)考试结束后，日本代表团再次访问中国，我们坦率地讨论了学校的特点，日本和中国在学术成就上的差异，算术和数学教育的问题等等。(4)至于上述成就，已作为报告发表。本报告包括以下内容：1.日本的学术成就; 2。中国的学术成就; 3。中日两国数学思维的特点; 4.日本和中国有关数学成就的教育状况的检查; 5.亚洲国家信息技术教育和数学教育的趋势;以及一些材料。

The achievements of this research were as follows :(1) Based on a literature review of surveys of academic achievements and of researches in cognitive psychology, we analyzed difficulties in mathematical thinking. Both the Japanese team and the Chinese team developed tentative questions concerning difficult concepts, such as proportion, intensive quantity, multiplication and division, fraction, and understanding and reasoning of numeral relation and spatial relation. The two teams discussed the plan of the tests when the Japanese team visited the Institute of Psychology, Chinese Academy of Science.(2) When we agreed on the draft plan, we conducted the pilot tests, that included the questions the Japanese team made and those the Chinese team made, both in Japan and China. After some inements, the tests for grade 4 were given to 339 pupils in public schools and 115 in an attached school in Japan. The tests for grade 6 were given to 273 pupils in public schools and 115 in the attached school in Japan. In China, on the other hand, the tests were given to 291 pupils in grade 4 and 316 pupils in grade 6 from three primary schools in HANG ZHOU.(3) The Japanese team visited China again after the tests, and we discussed frankly about the characteristics of the schools, the differences in academic achievements in Japan and China, the issues in arithmetic and mathematics education and so on.(4) As to the achievements described above were published as a report. The report contains the followings : 1. Issues of academic achievements in Japan ; 2. Issues of academic achievements in China ; 3. Characteristics of mathematical thinking in Japan and China ; 4. Examination of educational conditions concerning achievements in mathematics in Japan and China ; 5. Trends in IT education and mathematics education in Asian countries ; and some materials.