Differences in Mathematical Problem-Solving Skills Between Japanese and American Children

概要

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The aim of the symposium presentation was to compare the mathematical problem-solving skills of Japanese and American children who were matched for basic mathematical knowledge. Participants were fifth-grade students in both countries. Three types of tests were used: an 18-item word problem-solving test, a 15-item mathematics achievement test, and a 5-item logical problem-solving test. The 18-item word problem-solving test tapped translation, integration, and planning skills as described by Mayer, Tajika, and Stanley (1991). The 5-item logical problem-solving test measured the efficiency of children's hypothesis testing strategies on a task involving mathematical reasoning. Each test was produced in Japanese and English versions. The first and second tests were used in the first study. The second and third tests were used in the second study. The results showed that Japanese students were more mathematically knowledgeable than were American students. The results also showed that mathematically knowledgeable students in the U.S.A. schools were better problem solvers than correspondingly knowledgeable students in Japanese schools, when scores on the mathematics achievement test were matched at five or seven levels. The results are discussed in terms of differences in exposure to language and computational skills.
愛知教育大学の論文
2004-03-01