Studies on the analysis of the mathematical literacy theory of PISA and the critical absorption into mathematics education in Japan.

分析了比萨的数学素养理论框架。并研究了Niss教授最近在丹麦进行的数学教育改革，Niss教授的理论对比萨的影响。比萨中的数学素养并不是简单的数学应用。 它是通过数学思考真实的世界问题的能力。但比萨测试只能测量读写能力的一部分。重要的不是测试结果。就是创造一个让孩子面对一个真实的世界的问题，深入思考，并与同龄人就这个问题进行互动的课程。我国的数学教育有着丰富的积累，它是建立在真实的世界的量的基础上的。我们必须越来越多地发展它。但在日本，许多教师希望为所有儿童实现共同的目标。此外，扩展个别儿童的数学能力的角度是必需的。

We analyzed the framework of the mathematical literacy theory of PISA. And we studied the recent reformation of mathematics education in Denmark by Prof.Niss whose theory had affected PISA. Mathematical literacy in PISA is not a simple application of mathematics. It is the ability to think of the problem of real world through mathematics. But PISA test can measure only some fragments of literacy. The important thing is not in the test results. It is to create a lesson that children face a problem of real world, think about it deeply, and interact with their peers about this problem. We have a rich accumulation of mathematics education which had been based on the amount in the real world. We must develop it more and more. But in Japan, many teachers want to reach the common goal for all children. In addition, the perspective of extending the mathematical competency of the individual child is required.