著者

渡邊 耕二

出版者

全国数学教育学会

雑誌

数学教育学研究 : 全国数学教育学会誌 (ISSN:13412620)

巻号頁・発行日

vol.21, no.2, pp.73-87, 2015-07-28 (Released:2019-01-17)

参考文献数

56

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This study is undertaken to better understand the relationship between mathematics and reading achievement focusing on PISA2003 and PISA2012.  In PISA, the mathematics and reading literacy are examined continuously every three years from the year 2000.  Therefore, the relationship between them can be analysed including its secular changes.  The research on the relationship between mathematics and reading ability has currently focused by researchers of mathematics education. In this study, the approach of international comparison will be adopted.  The countries which are performing high mathematical literacy tend to also have higher performance in reading literacy.  However, the relationship between them within the country is not always cleared.  In order to make this point clear, we will focus on not only the indexes of reflecting the level of students’ performance of mathematics and reading literacy such as the mean score, but also the indexes of reflecting the relationship between two variables have to be considered to capture the domestic feature of countries, for instance, such indexes are correlation coefficient and regression coefficient and so on. In this study, there are two points of view.  One is to focus on test score.  By using Hierarchical Linear Model (HLM), the international comparison of mathematics literacy test score will be conducted through controlling reading literacy test score.  Another one is to clarify the answer pattern of each country by focusing on item difficulties based on Items Response Theory (IRT). As a result, in the countries have gotten higher level mathematics literacy, the students’ mathematics and reading performance are more related domestically than in lower performed countries.  In addition, the differences of the level of reading literacy test score in higher performed mathematics literacy countries come to a head markedly on a particular item.  On the other hand, regarding lower performed countries, we could not make mention the same situation.  The results imply that the relationship between mathematics and reading achievement is different between higher and lower performed mathematical literacy countries.