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A longitudinal view of mathematics achievement of primary students: case studies from Japan, Singapore, and the United States |
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| Authors: | Denisse R Thompson Berinderjeet Kaur Masataka Koyama Sarah K Bleiler |
| Institution: | 1. College of Education, University of South Florida, 4202 E. Fowler Ave., STOP EDU105, Tampa, FL, 33620, USA 2. National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore, 637616, Singapore 3. Hiroshima University, 1-1-1, Kagamiyama, Higashi-Hiroshima, Hiroshima, 739-8524, Japan 4. Middle Tennessee State University, 1301 E. Main Street, Murfreesboro, TN, 37130, USA |
| Abstract: | This paper shares results from a secondary analysis of data from the participation of Japanese, Singaporean, and U.S. students in the International Project on Mathematical Attainment (IPMA). IPMA was a longitudinal study to assess the mathematics achievement of primary students from their first year of schooling through the end of fifth grade. Tests were constructed to enable achievement on the same items to be assessed over multiple years, thus permitting the assessment of growth in achievement throughout primary school. Achievement is compared to the grade at which the content is introduced so that achievement can be related to students’ opportunity to learn. |
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