U.S. mathematics teachers' typical goal is to teach students how to do something, while Japanese teachers' goal is to help them understand mathematical concepts. Japanese teachers widely practice what the U.S. mathematics reform recommends, while U.S. teachers do so infrequently. Although most U.S. math teachers report familiarity with reform recommendations, only a few apply the key points in their classrooms. The collegial support that teachers receive and the characteristics of their daily lives also affect the type of teaching they provide. Unlike new U.S. teachers, new Japanese and German teachers undergo long-term structured apprenticeships in their profession.
Japanese teachers have more opportunities to discuss teaching related issues than do U.S. teachers.
Student diversity and poor discipline are challenges not only for U.S. teachers, but for German teachers as well. The manner in which societies structure the schooling process gives rise to different opportunities and expectations for young people. The motivators, supports, and obstacles to study in each country are outgrowths of the choices provided by society and schools. Eighth-grade students of different abilities are typically divided into different classrooms in the U.S., and into different schools in Germany. In Japan, no ability grouping is practiced at this grade level.