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
United States. National Center for Education Statistics. Long-Term Trends in Student Mathematics Performance. Sep. 1998. Web. 2 May 2009. .
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 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.
This task should be fun and interesting for the students. It is my hope that this activity proves to be successful for my students and helps them to understand the necessary learning objectives set forth.
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...
Mathematics has become a very large part of society today. From the moment children learn the basic principles of math to the day those children become working members of society, everyone has used mathematics at one point in their life. The crucial time for learning mathematics is during the childhood years when the concepts and principles of mathematics can be processed more easily. However, this time in life is also when the point in a person’s life where information has to be broken down to the very basics, as children don’t have an advanced capacity to understand as adults do. Mathematics, an essential subject, must be taught in such a way that children can understand and remember.
Wu, Y. (2008). Experimental Study on Effect of Different Mathematical Teaching Methodologies on Students’ Performance. Journal of Mathematics Studies. Vol 1(1) 164-171.
...atics in six countries, Mathematics Teaching in the 21st Century, Center for Research in Mathematics and Science Education, Michigan State University.
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...
Sherley, B., Clark, M. & Higgins, J. (2008) School readiness: what do teachers expect of children in mathematics on school entry?, in Goos, M., Brown, R. & Makar, K. (eds.) Mathematics education research: navigating: proceedings of the 31st annual conference of the Mathematics Education Research Group of Australia, Brisbane, Qld: MERGA INC., pp.461-465.
The lessons contained in this unit of instruction were based upon Madeline Hunter’s Seven Steps of Lesson Plan Formatting. This lesson plan format is a proven effective means for delivering instruction. When designing lessons, the teacher needs to consider these seven elements in a certain order since each element is derived from and has a relationship to previous elements. It should be noted that a lesson plan does not equal one class period. Throughout the course of the lesson, it may take multiple sessions before the student is ready to independently practice the skills learned. Anticipated lesson duration is included with each lesson plan provided in this instructional unit. Madeline Hunter’s Seven Steps of Instruction includes stating the objectives, anticipatory set, teacher input, modeling, checking for understanding, guided practice, and independent practice (Hunter, 2004). For the purpose of this instructional unit, input and modeling have been condensed into a streamlined event; as well has, checking for understanding and guided practice. This form of lesson planning is preferred within the Elkin City Schools district and lends itself to the creation of engaging lessons.
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 educational system grooms children to be productive members of society. First coined in the days of one-room schoolhouses, the phrase “reading, writing, and ‘rithmetic” has become a common mantra of education. The third of these three r’s is mathematics, an infamous subject. It is incumbent in many professions, from accountants and doctors to physicists and teachers. Both hated and adored by many, math is complex, essential, and encompasses hundreds of topics. These topics can be sorted into four basics categories: elementary math, algebra, physics, and calculus.
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