This study aims to analyze the alignment of the attained curriculum in Japanese elementary school arithmetic and junior high school mathematics, based on the results of the National Assessment of Academic Ability. To achieve this, data from the assessment were examined to identify correlations between the implementation of arithmetic and mathematics lessons and instruction, and the average correct response rates to test items. These rates were considered both overall and by specific domains and evaluative perspectives. The analysis of alignment revealed several instructional practices that demonstrated consistent coherence with attained learning outcomes. In elementary school arithmetic, alignment was observed in practices that encouraged students to write notes in ways that made the processes of problem solving and reasoning visible. In junior high school mathematics, alignment was evident in lessons that emphasized connections between mathematical concepts and real-life phenomena, as well as in instructional approaches that ensured students understood the rationale behind formulas and rules. These findings suggest that alignment between instructional practices and attained curriculum is strengthened when teaching strategies explicitly foster students’ comprehension of problem-solving processes, contextual relevance, and conceptual justification. The study contributes to curriculum research by highlighting how specific pedagogical practices support the realization of intended learning goals, thereby offering insights into effective instructional design in mathematics education.
Naomichi Makinae (Wed,) studied this question.