Japanese teachers' goals were more likely to resemble the recommendations of reform experts. Teacher poses a complex thought-provoking question. Students struggle with the problem. Various students present ideas or solutions to the class. The teacher leads a class discussion of the various solutions.
Teacher summarizes conclusions and makes connections to mathematical concepts.
Teacher instructs students in a concept of skill. Teacher solves example problems with the class. Students practice on their own while the teacher assists individual students. While U.S. teachers have more formal education than their colleagues almost anywhere in the work, they do not have the benefit of the long-term structured apprenticeship in the profession which is characteristic of the German and Japanese system. Furthermore, those systems have demanding entry requirements for anyone who wishes to attend the university, including individuals who wish to become teachers.