When a teacher teaches students in the class of the university, the teacher should give careful consideration about the individual differences of students. Because they have different ability levels and many types of learning style. Then, in this paper, we study modeling and analyzing the individual differences from teaching to learning in university students. We analyze the data from implementing simultaneously conjoint measurement concerning the same students’ requests for teaching methods and conjoint measurement concerning their own learning methods in mathematics (linear algebra, differential and integral calculus). We analyze the data from implementing simultaneously conjoint measurement concerning the same students’ requests for teaching methods and conjoint measurement concerning their own learning methods in mathematics (linear algebra, differential and integral calculus). The questionnaire includes 7 items about their own learning method and 7 items about teaching method as follows; Learning Method 1) “Learning hours” , 2) “Blackboard” , 3) “The number of people to learn with”, 4) “Learning contents”, 5) “Kind of textbook”, 6) “Consideration of practicality”, 7) “Seating in the class”, Teaching Method 1) “Approach to mathematics”, 2) “Example of applications”, 3) “Short test”, 4) “Evaluation method”, 5) “Teaching materials”, 6) “Answer to question”, 7) “Ratio of writing on blackboard and explanation”. In addition, students are asked for gender, school year, weekly average learning hours, grade, and their degree of preference for mathematics at school, and regard these data as external data. This study shows the result of our research concerning the relationship between students’ learning methods and their request for teaching methods using structural equation modeling. Consequently, learning method rather than teaching method has more influence on grades. Among the learning methods, “kind of textbook”, “learning hours” have the influence on this order. Variables that teaching method influence are “answer to question” and “ratio of writing on blackboard and explanation”. Those students who try to solve the problem first by themselves and ask only what they do not understand have better grades. Moreover, this paper shows the result of study of individual differences among the students attaching their importance for learning and teaching methods. When we examine learning methods and request for teaching methods, we can understand the main factors, and we find that some students genuinely want to improve their mathematics abilities and others just aim to get higher points in examinations. Those students who genuinely want to improve their mathematics abilities consider what they should do to make a long-term plan to learn firmly from the theoretical field and use several reference books, while those students who focus on earning credits and getting good grades desire to solve problems efficiently in a short period of time.

We analyze the data from implementing simultaneously conjoint measurement concerning the same students’ requests for teaching methods and conjoint measurement concerning their own learning methods in mathematics (linear algebra, differential and integral calculus). The questionnaire includes 7 items about their own learning method and 7 items about teaching method as follows; Learning Method 1) “Learning hours” , 2) “Blackboard” , 3) “The number of people to learn with”, 4) “Learning contents”, 5) “Kind of textbook”, 6) “Consideration of practicality”, 7) “Seating in the class”, Teaching Method 1) “Approach to mathematics”, 2) “Example of applications”, 3) “Short test”, 4) “Evaluation method”, 5) “Teaching materials”, 6) “Answer to question”, 7) “Ratio of writing on blackboard and explanation”. In addition, students are asked for gender, school year, weekly average learning hours, grade, and their degree of preference for mathematics at school, and regard these data as external data. This study shows the result of our research concerning the relationship between students’ learning methods and their request for teaching methods using structural equation modeling.

Consequently, learning method rather than teaching method has more influence on grades. Among the learning methods, “kind of textbook”, “learning hours” have the influence on this order. Variables that teaching method influence are “answer to question” and “ratio of writing on blackboard and explanation”. Those students who try to solve the problem first by themselves and ask only what they do not understand have better grades. Moreover, this paper shows the result of study of individual differences among the students attaching their importance for learning and teaching methods. When we examine learning methods and request for teaching methods, we can understand the main factors, and we find that some students genuinely want to improve their mathematics abilities and others just aim to get higher points in examinations. Those students who genuinely want to improve their mathematics abilities consider what they should do to make a long-term plan to learn firmly from the theoretical field and use several reference books, while those students who focus on earning credits and getting good grades desire to solve problems efficiently in a short period of time.