INDIVIDUAL DIFFERENCES IN MATHEMATICS LEARNING IN JAPAN

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Abstract
To describe individual differences in learning mathematics, 367 Japanese high school students were surveyed through a questionnaire of 64 four-point bipolar items. Three scales were constructed through a factor analysis. Scale 1 dealt with learning patterns of Coping with Errors, Independence, Advancement, and Comprehension. Scale 2 was related to Precision and Scale 3 pertained to Habits. Analysis of variance showed that Scale 1 was appropriate for describing differences in learning between sexes as well as anticipated majors at college (science and arts). Those boys anticipating postsecondary education in science were more self-supportive, were more progressive, and were more comprehension-oriented than boys and girls anticipating studying the arts. Scales 2 and 3 were appropriate for distinguishing sex differences; girls were oriented more toward precision and were more habitual than boys.