Mathematics and Academic Diversity in Japan
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| Title: | Mathematics and Academic Diversity in Japan |
|---|---|
| Language: | English |
| Authors: | Woodward, J., Ono, Y. |
| Source: | Journal of Learning Disabilities. 2004 37(1):74-82. |
| Availability: | PRO-ED, Inc., 8700 Shoal Creek Boulevard, Austin, Texas 78757-6897. Tel: 800-897-3202 (Toll Free). |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2004 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Teaching Methods, Foreign Countries, Student Surveys, Mathematics Instruction, Learning Disabilities |
| Geographic Terms: | Japan, United States |
| ISSN: | 0022-2194 |
| Abstract: | Japanese education has been the subject of considerable research and educational commentary in the United States over the last 20 years. Since the early 1990s, there has been increased interest in Japanese methods for teaching mathematics, and the Third International Mathematics and Science Study has accelerated American interest in Japanese methods. Observational studies, teacher and student surveys, and analyses of classroom videotapes have provided a rich picture of how the Japanese teach the whole class. However, little has been written about how academically low-achieving math students fare in Japanese schools. This article briefly summarizes Japanese methods for teaching mathematics and describes how the educational system addresses academic diversity. It concludes with a description of a method for teaching mathematics that some Japanese mathematics educators feel has promise for students with learning disabilities. |
| Abstractor: | Author |
| Entry Date: | 2005 |
| Access URL: | https://www.ingentaconnect.com/content/proedcw/jld |
| Accession Number: | EJ694446 |
| Database: | ERIC |
| Abstract: | Japanese education has been the subject of considerable research and educational commentary in the United States over the last 20 years. Since the early 1990s, there has been increased interest in Japanese methods for teaching mathematics, and the Third International Mathematics and Science Study has accelerated American interest in Japanese methods. Observational studies, teacher and student surveys, and analyses of classroom videotapes have provided a rich picture of how the Japanese teach the whole class. However, little has been written about how academically low-achieving math students fare in Japanese schools. This article briefly summarizes Japanese methods for teaching mathematics and describes how the educational system addresses academic diversity. It concludes with a description of a method for teaching mathematics that some Japanese mathematics educators feel has promise for students with learning disabilities. |
|---|---|
| ISSN: | 0022-2194 |
