A COMPARATIVE CASE STUDY: JAPAN’S & THE UNITED STATES’ MATHEMATICS CURRICULUM
Introduction:
This comparative case study will be discussing and analyzing the two countries of Japan and the United States. The main topic of this research study will be based on the question, ‘What is the mathematics curriculum in each country?’
Kim Marshall (2005) identified in her article “Let’s Clarify the Way We Use the Word ‘Curriculum’” seven different definitions for the word curriculum. These distinctly defined areas are: standards, frameworks for each grade level, grade-level learning expectations, classroom methods aligning to standards, commercial programs, teaching units, and finally classroom materials. Therefore, I will be sharing research on
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After a time, whole group student-led discussion begins. During this time students share different approaches and solutions (Takahashi, 2006, pg. 39). The teacher is meant to create an interdependent learning environment, with their focus being the clarification and acceptance of student-driven methods (Murata & Fuson, 2006, pg. 429-447). The teacher then highlights and summarizes the major points before assigning 2-4 problems as homework (Mastrull, 2002, pg. 5).
These lessons are designed around three characteristics: Carefully selected word problems following the national curriculum and grade-level expectations, extensive discussion (Neriage), and an emphasis on blackboard use (Bansho) promoting note taking and creating a visual aid for the discussion (Takahashi, 2006, pg. 40-43).
The textbooks found in the Japan are required to follow the National Curriculum. The Ministry of Education requires fewer topics, providing greater depth into each of the topics as the grades advance. The texts are slim and have little supplemental materials, with only a few practice problems (Woodward & Ono, 2004, pg.75). The Japanese mathematics curriculum is based on the idea of sustained time on fewer topics, each building over the year (Murata & Fuson, 2006, pg. 454). Furthermore, in Japan students slowly move towards complex levels of mathematics, such as algebra and geometry by the end
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Japan is just further along, with the United States slowly understanding the importance of student-led instruction, a national framework of standards in the form of the Common Core Curriculum. However, there are still areas that require attention and adjustment. There is no curriculum that is perfect for every single country, they need to decide which parts work best and find a way to incorporate into their own curriculum to meet their students
Gelernter disagrees with the comment made by a school principal, “Drilling addition and subtraction in an age of calculators is a waste of time” (279). He reveals the bitter truth that American students are not fully prepared for college because they have poorly developed basic skills. In contrast, he comments, “No wonder Japanese kids blow the pants off American kids in math” (280). He provides information from a Japanese educator that in Japan, kids are not allowed to use calculators until high school. Due to this, Japanese kids build a strong foundation of basic math skills, which makes them perform well in mathematics.
Definitions for curriculum are many and varied. Broad sweeping statements claim that curriculum is what is taught in various subjects and the amount of time given to each. While a more specific view is that curriculum are performance objectives for students that focus on specific skills or knowledge (Marsh, 2010). Marsh (2010, p. 93) defines curriculum as “an interrelated set of plans and experiences” that are completed at school. The curriculum used in education can have various interpretations, it may refer to the curriculum as a plan that encompasses all the learning that is planned and directed by the school. Cu...
The assignment will concentrate on the importance of structure within the learning programme, how individual barriers to learning must be overcome, and the importance of tutor/learner rapport.
United States Department of Education. The Educational System in Japan: A Case Study. By the U.S.D.E. June 1998. 28 November. 2002 http://www.ed.gov/pubs/JapanCaseStudy/
Did you know that Japan has one of the world’s best educated populations? In this essay I will be speaking about the cross culture differences between two countries, mainly educational differences. The two fascinating, but immensely different countries that I will be speaking about is Japan and Italy. Japan’s culture grabbed my attention because knowing how strict and smart people are from there and how they take education serious really interested me. With the Italian culture their family unity is very close knit, and in Italy their arts, religion, and food is extremely important. Although Japan and Italy have differences they both still have a set of educational practices so that students can achieve a good quality of learning.
The curriculum implies that teachers will teach students the skills they need for the future. Valley View’s High School math department announces, “Students will learn how to use mathematics to analyze and respond to real-world issues and challenges, as they will be expected to do college and the workplace.” Also, the new integrates math class allows students to distinguish the relationship between algebra and geometry. Although students are not being instructed a mathematical issue in depth, they are rapidly going through all the different topics in an integrated math class. Nowadays, students are too worried to pass the course to acquire a problem-solving mind. Paul Lockhart proclaims the entire problem of high school students saying, “I do not see how it's doing society any good to have its members walking around with vague memories of algebraic formulas and geometric diagrams and dear memories of hating them.” A mathematics class should not be intended to make a student weep from complicated equations, but it should encourage them to seek the numbers surrounding
...atics in six countries, Mathematics Teaching in the 21st Century, Center for Research in Mathematics and Science Education, Michigan State University.
...oses many questions in relation to the teaching of arithmetic it promise positive changes in the way that teacher can deliver lessons. Yet contradicts this notion by setting out the way it should be taught especially with the introduction of the tradition pen and pencil methods. This suggests that mental arithmetic is not as important.
Breaking down tasks into smaller, easier steps can be an effective way to teach a classroom of students with a variety of skills and needs. In breaking down the learning process, it allows students to learn at equal pace. This technique can also act as a helpful method for the teacher to analyze and understand the varying needs of the students in the classroom. When teaching or introducing a new math lesson, a teacher might first use the most basic aspects of the lesson to begin the teaching process (i.e. teach stu...
Purpose: the purpose of this study was to find the path of mathematic levels and determine the outcome in the student’s future.
A curriculum is a compilation of study materials that are used at all grade levels, classroom and homework assignments and a set of teacher guides. It could also include a list of prescribed methodology and guidelines of teaching and some material for the parents etc. It is generally determined by an external governing body. However, there are some cases where it may be developed by the schools and teachers themselves.
Curriculum is important being it’s the underlying factor that plays a role in determining ones growth, achievement and success. The majority of curriculum con...
As a secondary subject, society often views mathematics a critical subject for students to learn in order to be successful. Often times, mathematics serves as a gatekeeper for higher learning and certain specific careers. Since the times of Plato, “mathematics was virtually the first thing everyone has to learn…common to all arts, science, and forms of thought” (Stinson, 2004). Plato argued that all students should learn arithmetic; the advanced mathematics was reserved for those that would serve as the “philosopher guardians” of the city (Stinson, 2004). By the 1900s in the United States, mathematics found itself as a cornerstone of curriculum for students. National reports throughout the 20th Century solidified the importance of mathematics in the success of our nation and its students (Stinson, 2004). As a mathematics teacher, my role to educate all students in mathematics is an important one. My personal philosophy of mathematics education – including the optimal learning environment and best practices teaching strategies – motivates my teaching strategies in my personal classroom.
The subject mathematics forms an integral part of the school curriculum and it is also necessary for many occupations and career advancement and change. Mathematics affects us all in some way or another and it has become the key component in today’s growing world of technology. However understanding mathematics concepts and learner performance and achievement is poor. Looking at the report by The Trends in International Mathematics and Science Study (TIMMS 2007), South Africa was ranked at the bottom of the list of countries that participated in the survey (McAteer 2012). This is a clear indication that problems exist in the teaching and learning of mathematics.
The question that comes to our minds is, “Why do the students perform poor in reading and writing mathematics while they progressively increase their reading and writing level?” The