7. The percentage of Gross National Product spent on education generally reflects the level of attainment in mathematics.
A. YES
B. NO
C. NOT GIVEN
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6. There is a wider range of chievement amongst English pupils studying maths than amongst their Japanese counterparts.
A. YES
B. NO
C. NOT GIVEN
5. Section F
A. i The influence of Monbusho
B. ii Helping less successful students
C. iii The success of compulsory education
D. iv Research findings concerning achievements in maths
E. v The typical format of a maths lesson
F. vi Comparative expenditure on maths education
G. vii Background to middle-years education in Japan
H. viii The key to Japanese successes in maths education
I. ix The role of homework correction
4. Section E
A. i The influence of Monbusho
B. ii Helping less successful students
C. iii The success of compulsory education
D. iv Research findings concerning achievements in maths
E. v The typical format of a maths lesson
F. vi Comparative expenditure on maths education
G. vii Background to middle-years education in Japan
H. viii The key to Japanese successes in maths education
I. ix The role of homework correction
3. Section D
A. i The influence of Monbusho
B. ii Helping less successful students
C. iii The success of compulsory education
D. iv Research findings concerning achievements in maths
E. v The typical format of a maths lesson
F. vi Comparative expenditure on maths education
G. vii Background to middle-years education in Japan
H. viii The key to Japanese successes in maths education
I. ix The role of homework correction
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