The proportion of score 4 was nearly 25% for Group B, and a little less than 20% for group C. On the other hand, the proportion of score 4 was nearly 25% for who obtained score 0, by using clear computation approached or providing no evidence of relational thinking, ranged from about 35% for group A, to 40% for group B, and 65% for group C. By year 7, the proportion of score 4 performances increased for all three groups of question. This increase was not offset by an equivalent fall in the proportion of score 0 performances which fell only slightly from year 5&6 to year 7. The increase in score 4 performances in the year 7 cohort was matched by reductions in the proportion of scores 2 and 3. Although the Japanese mathematics curriculum seems to favor the development of relational approaches among many students, many other students still seem unable to or prefer not to use them.