Center for Research on International Cooperationin Educational Development，University of Tsukuba

November 29th, 2004

International educational cooperation symposium

Problematic and Perspective of international cooperation in mathematics education

The system, trend and task ofmathematics education in Japan
Masami ISODA
Yutaka OHARA
Takeshi MIYAKAWACRICED, University of Tsukuba

Outline of presentation① School System in Japan② The Outline of Educational System③ The Current curriculum④ Subjects and standard class hour forelementary and lower secondary schools⑤ The Control of Curriculum⑥ Lesson Studies in Japan⑦ The mechanism for curriculum revision andrealization⑧ Mathematics education Today in Japan1

School System in Japan

Ministry of education,
Science, and Culture,“Education in Japan,
A Graphic Presentation ”
Cited from ref.(1)The Outline of Educational System■Since the education Reform after World War II,
Japan has adopted the 6-3-3-4 school System.
■Nine years of compulsory schooling, from 6 year-old to 15-year-old, consist of 6 years ofprimary school and 3 years of lower secondaryschool. The school enrollment rate isapproximately 100%. At this stage, in principle,
all students receive education on the samecurriculum.
■ From the upper secondary school, curriculum
and types of courses vary.
Cited from ref.(1)2

■The upper secondary schools are classified as general,comprehensive, and specialized vocational courses
according to the curriculum.
Specialized vocational courses are classified into
commerce, industry, agriculture, fishery, English,science and mathematics.
■The schools are classified as full time, part time, andcorrespondence courses.
■There are technical colleges which provide both theupper secondary education and higher education forfive years.
■As for institutions of higher education, there areuniversities, junior colleges, technical colleges andhigher institutes established by Ministries other than
Ministry of Education, Science and Culture.
Cited from ref.(1)The Current Curriculums:

Aims and characteristics of the new Courses of studies

Aim
On the basis of the complete implementation of 5day school week, each school
should develop a “distinctive from of education” within a framework that allows“room to grow”, and while ensuring through acquisition by children of the basic
learning content set out in the Course of Study and think independently.

Characteristics
・Classification that the Course of Study represent minimum required content.
・Strengthening of individually oriented teaching.
・Creation of an “Integrated Study teaching”
・Expansion of the framework allowing autonomous editing of the curriculumby school
・Reduction in class teaching hours and strict selection of educational content
・Emphasis on experiential, problem solving learning activities.
・Expansion of elective studies
・Strengthening of evaluation (norm referencing → criterion referencing)
Cited from ref.(２ref.(２)3Subjects and standard class hour for elementary schools

Subjects and standard class hour for lower secondary schools

Cited from ref.(2)The Control of Curriculum

Cited from ref.(2)4Japanese Lesson Study• “Lesson Study” is a device for lesson improvement, put together
on the basis of the principle of “Plan-Do-See”, and development
within the framework of the Japanese educational envelopment;
specially, “teacher colleagues research teaching materials as agroup, teach a class, discuss their teaching, and then results ofthe discussion for the next study session”• In is this kind of accumulation of teaching improvements atclassroom level that makes high-level education possible, and isundoubtedly the reason why lesson study has attracted
worldwide attention.

Cited from ref.(2), (3)The mechanism for curriculum revision and realization

Cited from ref.(2)5Mathematics education Today in Japan• In 1977, revised Course of Study were announced, focusing primarilyon the provision of education “with room to grow”. In these Courses ofStudy, the content of Mathematics for elementary and lower
secondary schools was reduced in line with the reduction in classhours.
• The revision was generally welcomed as having brought a morerelaxed atmosphere into school education, while persons connectedwith mathematical education saw the revision as emphasizing basicabilities and the teaching of calculating skills.
• On the other hand, the direction of research in mathematics
education was toward the cultivation of problem solving ability andZest for living including the development of mathematical thinking.
• In 1989 revision, there was a focus on reviving the “virtues” ofmathematics as fostering education of the heart, while in the 2002
revision, the“ joy of mathematics thinking” was incorporated into theobjectives, with the aim of realizing mathematics education thatenabled children to “study for themselves and think for themselves”
Cited from ref.(2)Reference(1) The Tsukuba Association for International
Education Studies, (eds.), Education in Japan.
Gakken, 1998.
(2) IFIC/JICA (eds.), The History of Japan’s
educational Development, JICA, 2004.
(3) ISODA, M., Japanese Lesson Study
Origin and Some Cases, Original PP., 2003
(4) OECD (eds.), Education at a glance : OECD
indicators. Gyohsei, 1996

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