Schooling and Math Education

23/04/22Curriculum Standards in Japan1

Education Ministry PerspectivesEducation Ministry Perspectiveson Mathematics Curriculumon Mathematics Curriculum

YOSHIKAWA, ShigeoYOSHIKAWA, ShigeoSenior Curriculum SpecialistSenior Curriculum SpecialistMinistry of EducationMinistry of EducationTokyo, JapanTokyo, Japan


Schooling and Math EducationSchooling and Math Education Kindergarten (under 6 years)Kindergarten (under 6 years) Elementary School (1Elementary School (1stst through 6 through 6thth ) ) Lower Secondary School (7Lower Secondary School (7thth through 9 through 9th th )) Upper Secondary School (10Upper Secondary School (10thth through 12 through 12thth ) ) UniversityUniversity

* Elementary and lower secondary level * Elementary and lower secondary level education is compulsory.education is compulsory.


Schooling and Math EducationSchooling and Math Education Mathematics is a required subject at Mathematics is a required subject at

elementary and lower secondary school level. elementary and lower secondary school level. Teaching contents described in Curriculum Teaching contents described in Curriculum Standards are taught to all students.Standards are taught to all students.

There are no exit tests at elementary and There are no exit tests at elementary and lower secondary school level. lower secondary school level.


Schooling and Math EducationSchooling and Math Education About 98 percent of lower secondary school About 98 percent of lower secondary school

students go on to upper secondary schools.students go on to upper secondary schools. Some students take competitive entrance Some students take competitive entrance

exams to enter upper secondary schools. exams to enter upper secondary schools. Exams are conducted by local governments or Exams are conducted by local governments or schools.schools.

Some part of math at upper secondary school Some part of math at upper secondary school level is required subject, other part is optional.level is required subject, other part is optional.


National Curriculum StandardsNational Curriculum Standards The Ministry of Education of Japan has The Ministry of Education of Japan has

set nation-wide standards for educational set nation-wide standards for educational curricula since 1947.curricula since 1947.

Each school makes its own school Each school makes its own school curriculum according to the Standards.curriculum according to the Standards.


National Curriculum StandardsNational Curriculum Standards The Ministry of Education determines The Ministry of Education determines

standards for schools from kindergarten to standards for schools from kindergarten to upper secondary school level so that a upper secondary school level so that a standardized education is available standardized education is available anywhere in Japan. anywhere in Japan.


TextbooksTextbooks Textbooks are written by private sector Textbooks are written by private sector

publishers. publishers. The Ministry approves them in accordance The Ministry approves them in accordance

with the Curriculum Standards.with the Curriculum Standards. Local boards of education determine Local boards of education determine

which authorized textbooks to be adopted which authorized textbooks to be adopted and used in the locality.and used in the locality.


TextbooksTextbooks Textbooks at compulsory education level Textbooks at compulsory education level

are offered to students free of charge.are offered to students free of charge. Textbooks are main materials for teaching Textbooks are main materials for teaching

and learning in classrooms.and learning in classrooms. Some materials other than textbooks, such Some materials other than textbooks, such

as exercise booklets, may be used in the as exercise booklets, may be used in the classrooms by school’s judgment. classrooms by school’s judgment.


History of History of Revisions of the StandardsRevisions of the StandardsElementary school levelElementary school level 1st 19471st 1947 2nd 19512nd 1951 3rd 19583rd 1958 4th 19684th 1968 5th 19775th 1977 6th 1989 (implemented in 1992)6th 1989 (implemented in 1992) 7th 1998 (implemented in 2002)7th 1998 (implemented in 2002)


Structure of the Standards for Structure of the Standards for Elementary School LevelElementary School Level Chapter 1 General GuidelinesChapter 1 General Guidelines Chapter 2 Teaching subjectsChapter 2 Teaching subjects 1 Japanese Language1 Japanese Language 2 Social Studies 2 Social Studies 3 Mathematics3 Mathematics 4 Science4 Science 5 Life Environment Studies5 Life Environment Studies 6 Music6 Music 7 Drawing and Handicraft7 Drawing and Handicraft 8 Homemaking8 Homemaking 9 Physical Education9 Physical Education Chapter 3 Moral EducationChapter 3 Moral Education Chapter 4 Special ActivitiesChapter 4 Special Activities


Lesson Hours in a YearLesson Hours in a YearElementary School Level Elementary School Level

11stst grade 3 grade 3rdrd grade 6 grade 6thth grade grade Total 782 910 945Total 782 910 945 Japanese 272 235 175Japanese 272 235 175 Math 114 150 150Math 114 150 150 Science 0 70 95Science 0 70 95

* One lesson hour is 45 minutes.* One lesson hour is 45 minutes.


Structure of the Standards for Structure of the Standards for Lower Secondary School LevelLower Secondary School Level Chapter 1 General GuidelinesChapter 1 General Guidelines Chapter 2 Teaching subjectsChapter 2 Teaching subjects 1 Japanese Language1 Japanese Language 2 Social Studies 2 Social Studies 3 Mathematics3 Mathematics 4 Science4 Science 5 Music5 Music 6 Art6 Art 7 Physical Education7 Physical Education 8 Technology and Homemaking8 Technology and Homemaking 9 Foreign Language9 Foreign Language Chapter 3 Moral EducationChapter 3 Moral Education Chapter 4 Special ActivitiesChapter 4 Special Activities


Lesson Hours in a YearLesson Hours in a YearLower secondary school level Lower secondary school level

77thth grade 8 grade 8thth grade 9 grade 9thth grade grade Total 980 980 980Total 980 980 980 Japanese 140 105 105Japanese 140 105 105 Math 105 105 105Math 105 105 105 Science 105 105 80Science 105 105 80

* One lesson hour is 50 minutes.* One lesson hour is 50 minutes.


Standards for MathematicsStandards for Mathematics

Structure of Standards for MathematicsStructure of Standards for Mathematics

1. Objectives of teaching mathematics1. Objectives of teaching mathematics2. Teaching contents for each grade2. Teaching contents for each grade3. Some remarks on how to make teaching 3. Some remarks on how to make teaching

plansplans


Objectives of Teaching MathObjectives of Teaching Math

Four Elements in ObjectivesFour Elements in Objectives

KnowledgeKnowledge Skills (ex. Computational skills)Skills (ex. Computational skills) Ability to think mathematicallyAbility to think mathematically Interest in math, willingness to learn math, Interest in math, willingness to learn math,

attitudes toward mathattitudes toward math


Objectives of Teaching MathObjectives of Teaching MathLearn mathematical knowledge and skills

with rich sense of number, quantity and geometrical figure

Think logically in good perspectiveFind the pleasure of doing mathematical

activitiesMake good use of mathematics in daily

life situations


Teaching Content AreasTeaching Content Areas

Elementary School levelElementary School level

A.A. Number and ComputationNumber and ComputationB.B. Quantity and MeasurementQuantity and MeasurementC.C. Geometrical FigureGeometrical FigureD.D. Mathematical RelationMathematical Relation



Number and ComputationNumber and Computation Following three points are emphasized Following three points are emphasized

throughout the latest Standards:throughout the latest Standards:

1.1. Understand the meaning of computationUnderstand the meaning of computation2.2. Consider computational methodsConsider computational methods3.3. Get skills and make use of themGet skills and make use of them



Lower Secondary School levelLower Secondary School level

A.A. Number and AlgebraNumber and AlgebraB.B. GeometryGeometryC.C. Mathematical RelationMathematical Relation


Remarks on Making Remarks on Making Teaching PlansTeaching Plans Some examples of remarks for elementary Some examples of remarks for elementary

school levelschool level::

Learn by doing mathematical activitiesLearn by doing mathematical activities Develop logical reasoning and intuitionDevelop logical reasoning and intuition Develop problem solving abilityDevelop problem solving ability Connect mathematics with daily life Connect mathematics with daily life

situationssituations


Remarks on Making Remarks on Making Teaching PlansTeaching Plans Improve skills such as computation and Improve skills such as computation and

measurementmeasurement Use estimation when considering the Use estimation when considering the

process or checking the resultprocess or checking the result Enrich sense of numbers, quantities and Enrich sense of numbers, quantities and

geometrical figuresgeometrical figures Make use of Make use of soroban,soroban, calculators and calculators and

computers when solving problemscomputers when solving problems


Characteristic of StandardsCharacteristic of Standards Basically, the Curriculum Standards are to Basically, the Curriculum Standards are to

show objectives and teaching contents.show objectives and teaching contents. The main part of the Standards is the The main part of the Standards is the

teaching contents.teaching contents.


Characteristic of StandardsCharacteristic of Standards Teaching methods and teaching plans Teaching methods and teaching plans

should be devised by schools and school should be devised by schools and school teachers.teachers.

For example, the use of calculators and For example, the use of calculators and computers in math class is up to the school computers in math class is up to the school and its teachers.and its teachers.


Characteristic of StandardsCharacteristic of Standards The Curriculum Standards have a The Curriculum Standards have a

characteristic of “minimal standards”characteristic of “minimal standards” Each teaching content mentioned in the Each teaching content mentioned in the

Standards must be taught in all the schools Standards must be taught in all the schools


Characteristic of StandardsCharacteristic of Standards A teaching content not mentioned in the A teaching content not mentioned in the

Standards may be added in each school Standards may be added in each school curriculum as an advanced learning curriculum as an advanced learning material or a supplementary material, material or a supplementary material, based on the needs of each students.based on the needs of each students.

Recent Ministry’s survey shows that, after Recent Ministry’s survey shows that, after the implementation of the latest Standards, the implementation of the latest Standards, more school teachers are teaching more school teachers are teaching advanced materials in math classes.advanced materials in math classes.


The Committee in the Ministry The Committee in the Ministry

The Central Education CommitteeThe Central Education Committee

The School Curriculum CommitteeThe School Curriculum Committee

Special Committee for Math EdSpecial Committee for Math Ed * Committees are open to public * Committees are open to public


Process of the RevisionProcess of the Revision The Central Education Committee is The Central Education Committee is

Education Minister’s consultation Education Minister’s consultation organization. organization.

The School Curriculum Committee is a The School Curriculum Committee is a subcommittee of the Central Education subcommittee of the Central Education Committee.Committee.


Process of the RevisionProcess of the Revision The basic philosophy of the revision of the The basic philosophy of the revision of the

Curriculum Standards is to be discussed in Curriculum Standards is to be discussed in the School Curriculum Committee. the School Curriculum Committee.

The School Curriculum Committee has The School Curriculum Committee has several subcommittees. Mathematics several subcommittees. Mathematics education special committee is one of education special committee is one of them. them.


Process of the RevisionProcess of the Revision The members of the special committee are:The members of the special committee are: college faculty- mathematician and college faculty- mathematician and

mathematics educators, school teachers, mathematics educators, school teachers, local government’s education board local government’s education board officials, businessmen working as a officials, businessmen working as a computer engineer, an architect, or an computer engineer, an architect, or an insurance researcher. (representative insurance researcher. (representative from the Parents Association, educational from the Parents Association, educational program TV director, and so on)program TV director, and so on)


Process of the RevisionProcess of the Revision The special committee makes reports The special committee makes reports

about their ideas on math education and about their ideas on math education and the next curriculum revision, and submits the next curriculum revision, and submits the reports to the School Curriculum the reports to the School Curriculum Committee.Committee.

The School Curriculum Committee and The School Curriculum Committee and special committees exchange their special committees exchange their opinions and negotiate to make final opinions and negotiate to make final reports.reports.


Process of the RevisionProcess of the Revision The final report of the School Curriculum The final report of the School Curriculum

Committee is submitted to the Central Committee is submitted to the Central Education Committee, and to the Education Committee, and to the Education Minister.Education Minister.

The Ministry of Education determines the The Ministry of Education determines the Curriculum Standards according to the Curriculum Standards according to the final report of the Committee.final report of the Committee.


Process of the RevisionProcess of the Revision Several working groups are set up in the Several working groups are set up in the

Ministry to establish each subject part in Ministry to establish each subject part in the Curriculum Standards for each school the Curriculum Standards for each school level.level.


Process of the RevisionProcess of the Revision Working group for elementary school Working group for elementary school

mathematicsmathematics Working group for lower secondary school Working group for lower secondary school

mathematicsmathematics Working group for upper secondary school Working group for upper secondary school

mathematicsmathematics


Revisions of the StandardsRevisions of the Standards

Elementary school levelElementary school level 1st 19471st 1947 2nd 19512nd 1951 3rd 19583rd 1958 4th 19684th 1968 5th 19775th 1977 6th 1989 (implemented in 1992)6th 1989 (implemented in 1992) 7th 1998 (implemented in 2002)7th 1998 (implemented in 2002)


Process of Curriculum ReformProcess of Curriculum Reform 1989 March/ Release of the 6th Standards1989 March/ Release of the 6th Standards 1992 April/ Implementation of the 6th Standards1992 April/ Implementation of the 6th Standards 1993-1995/ Nation-wide survey on students' 1993-1995/ Nation-wide survey on students'

achievementachievement 1996 August/ Report of the Committee1996 August/ Report of the Committee 1998 July/ Report of the Committee1998 July/ Report of the Committee 1998 December/ Release of the 7th Standards1998 December/ Release of the 7th Standards 2002 April/ Implementation of the 7th Standards2002 April/ Implementation of the 7th Standards


Process of Curriculum ReformProcess of Curriculum Reform 1998 July/ Report of the School Curriculum 1998 July/ Report of the School Curriculum

CouncilCouncil 1998 December/ Release of the 7th Standards1998 December/ Release of the 7th Standards 2002 February/ Nation-wide survey (tests) 2002 February/ Nation-wide survey (tests) 2002 April/ Implementation of the 7th Standards2002 April/ Implementation of the 7th Standards 2004 February/ Nation-wide survey (tests)2004 February/ Nation-wide survey (tests) 2005 March/ Education Minister’s consultation2005 March/ Education Minister’s consultation


Process of the RevisionProcess of the Revision Committees are open to public.Committees are open to public. Committees accept opinion papers from Committees accept opinion papers from

academic circles, teachers unions, parents academic circles, teachers unions, parents associations, labor unions, and so on.associations, labor unions, and so on.

The Ministry conducts several surveys and The Ministry conducts several surveys and gathers data on the actual circumstances in gathers data on the actual circumstances in education. Committees can use the results education. Committees can use the results in the process of discussion.in the process of discussion.


National Tests in MathematicNational Tests in Mathematic The Ministry of Education conducts The Ministry of Education conducts

nation-wide tests in mathematics, Japanese nation-wide tests in mathematics, Japanese language, science, social study and foreign language, science, social study and foreign language.language.

The purpose of the tests is to gather data The purpose of the tests is to gather data on the effectiveness of the Curriculum on the effectiveness of the Curriculum Standards.Standards.


National Tests in MathematicNational Tests in Mathematic About 10 percent of students from 5About 10 percent of students from 5 thth

through 10through 10thth grade take the tests in this grade take the tests in this survey.survey.

Only nation-wide results are to be Only nation-wide results are to be announced, local results are not.announced, local results are not.

The test results have been used in the The test results have been used in the discussion in the School Curriculum discussion in the School Curriculum Committees.Committees.


Features of the Latest Curriculum Features of the Latest Curriculum RevisionRevision The latest version of the Curriculum The latest version of the Curriculum

Standards was released in 1998 and Standards was released in 1998 and implemented in schools in 2002.implemented in schools in 2002.

There are some big changes in the latest There are some big changes in the latest Curriculum Standards compared to the Curriculum Standards compared to the previous one.previous one.


Features of the Latest Curriculum Features of the Latest Curriculum RevisionRevision The changes were inevitable because of: The changes were inevitable because of: Introduction of five-day school week Introduction of five-day school week

system system Introduction of the new teaching subject Introduction of the new teaching subject

called “integrated learning”called “integrated learning” Reduction of the teaching hours as well as Reduction of the teaching hours as well as

the teaching contents of each subjectthe teaching contents of each subject


Features of the Latest Curriculum Features of the Latest Curriculum RevisionRevision Change of mathematics teaching hours: Change of mathematics teaching hours: 1011 --> 869 (11011 --> 869 (1stst through 6 through 6thth grade) grade) 385 --> 315 (7385 --> 315 (7thth through 9 through 9thth grade) grade)

The volume of teaching contents of The volume of teaching contents of mathematics mentioned in the Standards mathematics mentioned in the Standards was reduced according to the reduction was reduced according to the reduction of teaching hours.of teaching hours.


Features of the Latest Curriculum Features of the Latest Curriculum RevisionRevision There was debate about the reduction of There was debate about the reduction of

mathematics curriculum in academic mathematics curriculum in academic circles. circles.

Mathematicians and mathematics Mathematicians and mathematics educators were generally against the educators were generally against the reduction.reduction.


Features of the Latest Curriculum Features of the Latest Curriculum RevisionRevision Many school teachers, parents and people Many school teachers, parents and people

in society were not strongly against the in society were not strongly against the reduction of mathematics curriculum.reduction of mathematics curriculum.

Some school teachers who insist the Some school teachers who insist the importance of mathematics were against importance of mathematics were against the reduction.the reduction.

In 1998, the School Curriculum In 1998, the School Curriculum Committee came to the conclusion that all Committee came to the conclusion that all the subjects should be reduced. the subjects should be reduced.


Debate about Debate about Mathematics CurriculumMathematics CurriculumAccording to public opinion polls:According to public opinion polls: Before the latest revision in 1998, rather Before the latest revision in 1998, rather

many people said that school mathematics many people said that school mathematics was too difficult and too heavy for students.was too difficult and too heavy for students.

Right after the latest revision, people in Right after the latest revision, people in general said they ware satisfied with the general said they ware satisfied with the new Curriculum Standards. Some people new Curriculum Standards. Some people said they felt uneasy because of the said they felt uneasy because of the reduction of mathematics.reduction of mathematics.


Debate about Debate about Mathematics CurriculumMathematics CurriculumAccording to public opinion polls:According to public opinion polls: These days, more people say much These days, more people say much

emphasis should be placed on mathematics emphasis should be placed on mathematics teaching in schools.teaching in schools.

Some people say they are afraid that Some people say they are afraid that students’ mathematics achievements might students’ mathematics achievements might go down in the near future. go down in the near future.


Education Minister’s consultationEducation Minister’s consultation

In March 2005, the Education Minister asked In March 2005, the Education Minister asked the Committee to discuss the improvement of the Committee to discuss the improvement of the Curriculum Standards.the Curriculum Standards.


Education Minister’s consultationEducation Minister’s consultation

The Minister’s concern includes:The Minister’s concern includes: how to improve Japanese language education,how to improve Japanese language education, how to improve mathematics and science how to improve mathematics and science

education education The review of the teaching hours and teaching The review of the teaching hours and teaching

contents in mathematics is one of the contents in mathematics is one of the discussion themes in the Committee.discussion themes in the Committee.


Challenges in the Near FutureChallenges in the Near FutureWe expect several discussion themes to

appear in the School Curriculum Committee and in the mathematics education special committee.

Discussion themes are…


Challenges in the Near FutureChallenges in the Near Future

Discussion themes:For what reason is mathematics placed in

school curriculum? What relations does mathematics have with other subjects?

What portion of the total teaching hours in school curriculum should be assigned to mathematics education? Why?



Discussion themes:Discussion themes: Mathematics contents prescribed in the Mathematics contents prescribed in the

Curriculum Standards are to be taught to Curriculum Standards are to be taught to all the students at elementary and lower all the students at elementary and lower secondary level. secondary level.

What mathematics contents are necessary What mathematics contents are necessary to all the students? Why?to all the students? Why?



Discussion themes: Discussion themes: What mathematics contents are necessary What mathematics contents are necessary

to live in society?to live in society? What mathematics contents are necessary What mathematics contents are necessary

to continue studying mathematics and to continue studying mathematics and other academic subjects further?other academic subjects further?



Discussion themes: Discussion themes: Public support is needed to improve school Public support is needed to improve school

mathematics education. mathematics education. We expect parents and people in society to We expect parents and people in society to

get more interested in mathematics get more interested in mathematics education and to root for students learning education and to root for students learning mathematics.mathematics.

We want parents and people in society to We want parents and people in society to root for schools. root for schools.



Discussion themes: Discussion themes: We expect teachers to get more interested We expect teachers to get more interested

in mathematics education. Especially to in mathematics education. Especially to elementary school teachers, who teach all elementary school teachers, who teach all school subjects.school subjects.

What appropriate information on What appropriate information on mathematics education should be mathematics education should be presented to teachers, parents and the presented to teachers, parents and the people in society?people in society?



Discussion themes: Discussion themes: These days there are more people getting These days there are more people getting

interested in students’ achievements in interested in students’ achievements in mathematics. They want schools to mathematics. They want schools to develop students’ academic ability.develop students’ academic ability.

How should schools respond to people’s How should schools respond to people’s expectation?expectation?



Discussion themes: Discussion themes: The Ministry of Education is planning to The Ministry of Education is planning to

conduct a new type of national test in conduct a new type of national test in 2007. All the 62007. All the 6thth and 9 and 9thth grade students grade students will be able to join the test on mathematics will be able to join the test on mathematics and Japanese language in accordance with and Japanese language in accordance with the Curriculum Standards.the Curriculum Standards.



Discussion themes: Discussion themes: The purpose of the new test is to help The purpose of the new test is to help

schools review their school curricula as schools review their school curricula as well as their teaching methods, and also to well as their teaching methods, and also to help students learn the motivation to study.help students learn the motivation to study.

In what way should the results of the new In what way should the results of the new test be announced?test be announced?


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Schooling and Math Education