"Curriculum" for

Mathematics education in Japan

Thematic training 2022
Improving the quality of mathematics education in the primary
and secondary school curriculum

Toyo Kurosaki
Professor Emeritus of Okayama University
 Objective and meaning of the curriculum
$ Objective and meaning of the curriculum
1. Achieve the evolution and development of mathematics education through its scientification.
2. Increase national power.
It is necessary to maintain scientific capabilities at the highest level for the future of Japan,
as the country is characterized by a lack of underground resources and a low rate of food
self-sufficiency. The curriculum is an effective means of raising national power.
3. Democratic education for all children
To equip all children with the academic ability (skills and capabilities) appropriate for their
school age to enable them to create the future and contribute collaboratively to society on a
global scale, regardless of where in Japan their school is located, whether in rural or urban
areas, and whether they are economically advantaged or not.
4. High quality education
Ensure the quality of education through a structured and systematic curriculum applied
consistently from primary to secondary level. If education in primary and secondary schools
is fragmented, the effect of education cannot be expected.

Elements of Curriculum Review

< Curriculum
It is an educational plan in which the content of education is organized in an
integrated and systematic manner according to the stage of development of primary
and secondary school students, and in relation to the number of teaching hours, in
order to achieve the educational purpose.
• Four important points of view in the composition of the curriculum (the 4 Ps of
education)
1 Purpose Axis (Purpose) 2 Bird's-eye view axis (perspective)
Establish the purpose of education Continue exploring the ideal
with an eye toward the society form of education while maintaining
of the future. a bird's-eye view.

3 Axis of symmetry (position)

Education is
primarily directed at the state, the population
(primary and secondary school students),
teachers and local communities.
4 Space axis (period)
Education period (
6-3-3-4 system), school
learning time and place.
• Interdisciplinary: "Proactive, dialogic and deep learning"
Position of the Mathematics curriculum
• < Mathematics >
• "Using mathematical perspectives and ways of thinking, reason mathematically through mathematical activities."

Article 30 of the School • Vision of academic ability: "Zest for life"

Education Law • -Education that connects learning with research
through application-

Japan Curriculum Guide

National Curriculum
Report of the Mathematics
Central
Education
• Systematically organize in each grade the
Council Mathematics textbooks curricular content of the mathematical
* Subject curriculum domains or fields such as "A: numbers and
(Representation calculations" and "B: figures."
of
the citizens) Annual
Mathematics Teaching Plan
School curriculum

• The school's own annual teaching plan

according to its needs.
 Academic
Ability Pendulum Controversy (Academic Ability and Pressure-Free
Education)

o The ideal form of school education that oscillates between academic ability and
pressure-free education
Japan Curriculum Guide: Modified and improved every 10 years
 Need for constant reform and improvement of the curriculum
Example: Failure of pressure-free education (1997)

1) Changing course towards education without pressure (1997)

There was a view that bullying and truancy were adverse effects of the emphasis on academic ability, and science and mathematics
education came under criticism.
"Pressure-free education" was considered more important than "academic ability." As a result, 30% of teaching content and 14% of
instructional hours were reduced and a curriculum of minimum standard among developed countries was developed.
2) Result
Although the content of classes and the number of teaching hours were considerably reduced, the problems of bullying and
absenteeism were not resolved in a society that had become very complex and diversified. The negative curriculum modification led to
a decline in academic ability in Mathematics and Science.
PISA 2000 survey 2009 2018

Mathematical competence: 1st place Competence mathematics: 9th place Mathematical

competence: 1st place

Scientific competence: 2nd place Competence scientific: 6th place Scientific competence: 2nd place

A heated controversy over academic ability • • • Crisis in science and mathematics education; crisis in university education
3) Curriculum review with emphasis on "academic ability" rather than "pressure-free education" (2008)
As a measure to halt the decline in academic ability, the direction of education was shifted to an emphasis on "academic ability."

Purpose of the 2002 "pressure-free education"

o Characteristics of pressure-free education
1. Reduction of teaching content and teaching hours
 30% reduction in teaching content and 14% reduction in the number of teaching hours
Following a 14% reduction in the number of teaching hours, operational and experiential activities were
valued and emphasis was placed on learning through practice. (Washing effect?)

2. Hidden curriculum reform (In a broad sense, the treatment of mathematics education was not diminished.)
Concerned about the decline in academic ability in the face of a policy of drastically reducing teaching
content by 30%, the Ministry of Education, Culture, Sports, Science and Technology has eliminated the
"spiral" curriculum. * Importance of the spiral curriculum

Example: Teaching fractions

3rd grade 4th grade 5th grade 6th grade

Before the Fractions‹1 Fractions›1 Multiplication and

review Addition and Addition and division
subtraction subtraction Fractions (a/b) Addition
and subtraction (Different
denominators)
Revision Fractions Addition,
subtraction,
multiplication and
division

Academic ability in Japan: "enthusiasm for life"

1. What is "zest for life"?
It refers to the "skills and abilities to seek out problems, learn and think for oneself, as well as to judge, act and
solve problems better in a proactive manner, regardless of changes in society."
Source: Central Council of Education, 1996.
2. Elements of zest for life (1997)
Emphasis on skills and abilities, rather than knowledge and skills
1) Finding problems by yourself ^ (Problem presentation) ^ Problem-finding ability
 2) Learning and thinking for oneself; judging and acting proactively ^ Ability to solve problems on one's own

3) Solve problems better ^ "Ability to reflect" collaboratively (Ability to build

Passive learning Active learning

Core of the curriculum structure

of the new education in Japan (Mathematics)
o Mathematical ability for times of change
Skills and abilities • • • "Thinking mathematically"

Acquisition of knowledge and

skills about numbers, quantities
Developing skills and abilities for times of change.
and figures
Purpose Ability to think mathematically through
Change
mathematical activities using mathematical
perspectives and ways of thinking

< Rehabilitation and improvement of skills and abilities >

• Previously, he had focused on "mathematical thinking" in the teaching of the subject of Mathematics.
 However, there were too many unsolvable issues like the following.
(1) What is mathematical thinking? (2) How is the approach applied?

• New skills and abilities

The direction towards "mathematical thinking" was presented, implementing mathematical activities as
learning activities and using mathematical perspectives and ways of thinking as tools.
 Learning process to develop the skills and abilities to
"think mathematically"

From Arithmetic activities to Math activities: activities

Two learning processes
carried out consistently from primary to secondary school
1. Zero base
Schematic description of the Mathematics learning process
Understand everyday events
Process of discovering and solving mathematical problems
mathematically, solve problems
mathematically, reflect on the
[Real world] [World of Mathematics]
Problems
expressed
process and create concepts and
mathematically principles (mainly, Arithmetic).
Mathematization Mathematization

Events of daily
2. Based on the acquired learning
Focal problem
life Mathematical Consider mathematical events in
and society events an integrated and evolutionary
Application and Integration and
creation of evolution/
way, discover problems, solve
meanings Result Systematization problems mathematically and
reflect to systematize concepts
Problems can be solved by Problems can be solved by considering
mathematically interpreting the events of everyday life mathematical events in an integrated and principles (mainly
and society and processing them mathematically. and evolutionary way.
Mathematics).
Problems can be solved independently and collaboratively, interpreting events
mathematically and discovering mathematical problems.
* Enrich language activities in each situation.
* These processes must be carried out independently and, at the same time, collaboratively at times, so that
everyone can work proactively.
* Steps must be taken to review, evaluate and improve each process.
• Concept of quantity

Composition of domains and contents of the Mathematics curricula

• Unit of quantity
• Comparison and measurement of
quantities
• Proportions, ratios
• DirectPrimary
and inverseschool mathematics
proportionality

Course/ Numbers and Changes and

Figures Measures Use of data
Domain calculations relationship
1st grade
• (DEO
Oo2o
* (D 0
2nd 0
Composition
grade and
decomposition
3rd grade
of figures
yo E Relationship
u- or
4th grade (D O
O between figures Classification in
EI Q •
T
H
C O Measurement of groups
5th grade
E 4 figures (surface, •
R Tables and
(
D volume) •
or
— graphs
Sketch chart Bar
Or ( • chart Line chart
A E
N Pie chart
D 5 Histogram
O

6th grade

Lower secondary school

mathematics
Numbers and
Course/Domain Figures Functions Use of data
calculations
Plane and spatial
1st year First degree equations Proportionality Data distribution trends
figures
Simultaneous Box-and-whisker plot, interquartile
2nd year Congruence Linear functions
equations range
Second degree
3rd
year Likeness Quadratic Functions Sampling research
 Curriculum management
• Curriculum management skills
The "management capacity" to carry out the planned administration of the Mathematics
curriculum is essential for the development of mathematical skills and abilities.
1. Applying mathematical perspectives and ways of thinking
Mathematical perspectives and ways of thinking serve as a trigger for the exercise of the
creative capacity to think mathematically.
It must be implemented and administered in a planned manner according to the
curriculum, concerning issues such as: when, in what situations and how to develop
mathematical perspectives and ways of thinking.
2. Mathematical activities
Mathematical activities are those that consist of discovering problems, solving them
independently and collaboratively, and systematizing the learning of Mathematics from an
integrated and evolutionary point of view, interpreting events mathematically.
Mathematical activities appropriate to the curriculum's teaching system must be carried out
systematically.
3. Thinking mathematically
It is impossible to achieve the development of skills and abilities in a short time. Essential
mathematical competence is formed through a secure administration of the Mathematics
education curriculum management based on a coherent approach.
 Reform and constant improvement of the
curriculum
V Reform and improvement of the curriculum
o In Japan, "curriculum reform and improvement" is carried out every 10 years.
In today's rapidly changing society, it is essential to constantly reform and improve various types of
curricula, such as the Japanese Curriculum Guide, textbooks, and school syllabus.
o The curriculum must meet the needs of the demand side.

Two points of view on curriculum reform and improvement

1. Review of skills and abilities
(1) Emphasis on the subject, and elimination and consolidation of domains
Emphasis on science and mathematics education (2008), emphasis on English and elimination
of the "Quantities and Measurements" domain
(2) Teaching Elements (Content): "Adding New Teaching Elements", "Moving Teaching Elements"
and "Deleting"
E.g., Times of Change: added “Data Utilization”; removed “Quantities and Measures”.
2. Review of the teaching method
(1) Emphasis on mathematical activities
(2) Active learning: "learning to learn", "proactive learning", "dialogic learning" and "deep learning"
Designing Mathematics Classes
Thematic training 2022
Improving the quality of mathematics education in the primary
and secondary school curriculum
 Basic concepts of mathematics classes
1. The teaching plan makes mathematics education scientific.
Mathematics education will not develop as a science if schools or teachers provide education "on a whim."
Basically, education must be based on a solid foundation, in accordance with the curriculum and the
teaching plan. Furthermore, reforms and improvements must be based on the curriculum and the teaching
plan.

2. Formation of "thinking ability (mathematical ability)", instead of knowledge and skills or Elements of
academic ability: "knowledge and skills", "thinking, judging and expressing abilities" and "interest and
motivation"
Carl R. Rogers (1969): Training of skills and abilities that allow response to changes, instead of static
knowledge and skills
"In times when there were no social changes, the educational objective or meaning of providing and
teaching knowledge and skills was not questioned. In an era of change, we are faced with situations we
have never experienced before, so knowledge and skills are of no use. The goal of education is to learn
the way of learning that allows us to respond proactively to changes and to find an approach that is in line
with the changes."

3. Classes that encourage the development of skills and abilities ("thinking mathematically")
In Mathematics classes, it is important to promote the development of the ability to think mathematically by
using mathematical perspectives and ways of thinking in the process of searching for and solving problems.

Problem-solving learning process in Mathematics

George Pólya's Problem Solving Learning Process
1. Understanding the problem 2. Develop plan 3. Execute the plan
4. Examine

Math classes that foster a "zest for life"

"(1) Find and learn for yourself; (2) Think for yourself, proactively assess and act; (3) Solve the
problem better."
< Heading towards a better class >
1 Problem statement ^ Problem discovery (Class aimed at defining problems)
2 Wait for instructions ^ Self-resolution (proactive learning)
Think and judge for yourself, and express yourself through mathematical activities.
3 Completion of the process by solving the problem ^ Collaborative and critical
thinking (dialogic and deep learning)
Reflect on the problem-solving process and gain essential mathematical skills.
1 Zero-based type Mathematically understanding everyday events and social events (1. discovery of
Problem Solving Class in Mathematics
challenges), solve the problem mathematically and critically examine the resolution process, and create
mathematical concepts and principles (2. troubleshooting).
(* Mathematization of everyday events)
Schematic description of the learning process of
Mathematics
2 Integrated and evolutionary type Finding challenges by considering mathematical events in an integrated
and evolutionary way (1. discovery of challenges), solve problems mathematically and systematize the
concepts and principles Process of discovery
by associating the results obtained through reflection on the resolution process from
and resolution of mathematical
the point of view of previously acquired learning and integration (2. troubleshooting).
problems
(* Systematic mathematization) [World of
[Real world] Mathematics]
Problems
expressed
mathematically
Mathematizatio Mathematizatio
n n

Events of
Focal problem Mathematica
daily
l events
life and
society
Application Integration
and and evolution/
Systematization
creation of Result
meanings
 Mathematics learning process
1. Problem and challenge setting
Problems (challenges) are discovered by mathematically interpreting "familiar Learning
events" related to quantities and figures or by considering already learned mathematical topic
events in an integrated and evolutionary way.
2. Self-resolution Individual learning
It is the stage in which one finds his or her own thoughts about the challenges by
carrying out mathematical activities using concrete objects in his or her own way or by
broadly reviewing the elements already learned that are effective for problem solving.
3. Collective resolution
It is the stage of collaborative discussion through which better ideas are explored Mathematics Proximal
and thoughts are deepened. To achieve this, one must (1) explain one's ideas in an Development
easy-to-understand manner and (2) critically consider the proposed ideas from a ZoneDeepen and expand
learning with group
multifaceted and analytical point of view, which is the stage of recognition of essential wisdom, more than
mathematical ability. what is learned
4. Summary individually.

This is the stage in which awareness of the way of learning is greatly heightened,
reflecting on the class and thinking not only about the newly discovered mathematical Raise awareness
concepts and principles, but also about what type of learning worked effectively for about
problem solving. the way of learning.
 Problems and challenges
or "Problems" and "challenges"
In Mathematics, it is said that it is important to solve problems or it is important to solve challenges.
There is a difference in the interpretation of "problems" and "challenges" between "Pedagogy" and
"Psychology".
In the case of "challenges":
In Pedagogy, it refers to the question presented by the teacher;
In Psychology, it refers to the urgent issue that requires an immediate solution among countless problems
to be solved.
o Development of enthusiasm for life, Report of the Central Council of Education (vision of the
academic ability in the 21st century)
"Finding the challenge, learning and thinking for yourself, judging proactively…"
* Math challenges force children to discover them for themselves.

E.g., problem: When two integers are odd, what kind of number is the sum of the integers?
two? (Result)

Challenge 1: Answer what the number is like. (*Knowledge)

It lacks objectivity if only cases are presented.
▼
Challenge 2: Logically explain that the answer is valid for any whole number (thinking and expressing
abilities).
(* Promote the ability to think deductively and explain logically using the formula with letters.)
 There are two problem solving processes.
• Two spaces to solve problems
1. Self-solving: solving problems on your own (individual learning)
2. Collective resolution: solving problems better together (collaborative learning)
* Collaborative learning: both individuals and groups deepen learning.
$ Establishing space for self-resolution
Mathematics is a subject with a strong systematic tendency that allows one to arrive at an
answer without any guidance, if one takes advantage of previously acquired learning. Being
able to solve problems by trial and error with one's own efforts, without the help of others
(teacher, friends, etc.), is a characteristic of the subject.
< Three principles of help that teachers should provide >

1. Being attentive, but not easily providing help. While keeping an eye on the children,
investigate what their learning needs are.
2. Help children find experiences that help them solve problems.
3. Help children develop effective strategies by reviewing previously acquired learning
experiences.
 Collaborative reflection (review and examine)
V Lack of review in the educational field (gap between theory and practice)
Alan H. Schoenfeld (1987): "The transferability of Mathematics is weak because there is
no 'reflection'." As a lower secondary school mathematics
teacher says in
Japan: "There are so many things to teach that I can't give
my students time to reflect."
Kenneth M. Zeichner: Current situation of "washing" of
"reflection" Get from other people
the ideas that don't
Deep learning occur to you.
Collaborative reflection is essential for deep learning.
5•
Limit on individual solution and effectiveness of 8.5
NE
other people's ideas.
?•
If there is something compelling or something you are
with
or — {
or
agree with an idea, even if it is from CL • someone else,
it is important to have the will to absorb it and further
deepen your learning.
 Reflection activity
V Reflection according to Donald A. Beautiful
1. Reflection in action
2. Reflection after solving problems
$ Review and "reflect"
"Finding challenges by considering mathematical events in an integrated and evolutionary way,
solving problems mathematically, reviewing the solution process, and systematizing the concepts
and principles by associating the results obtained from the point of view of previously acquired
learning and integration."
How to perceive 1: Reflection in action
A space where you discuss with other people after having formulated your own thoughts. By
comparing the thoughts of others with your own, you become aware of essential mathematical
ability based on the fundamentals.

▼
How to perceive 2: Reflection after solving problems
A space where the day's learning is reviewed after a collective resolution has been reached.
What you first noticed, what you understood, and the impression of learning.
Although it is important to raise awareness about how to effectively learn to solve problems, many
teachers do not address these issues.

Mathematics Lesson Plan Form (Lesson Design)

□ grade/year 1 Problem to 1 Describe the assistance provided to
mathematically interpret events and
Mathematics Teaching Plan be solved
through understand the challenge.
□ of □ of 2022 (Weekday) learning
Instructor oooo Understand
the challenge.
1 Name of the study unit (Teaching materials)
ooooo
2 Solve for 2
2 Goals yourself. Describe effective support provided to
(1) oooo... (Knowledge) promote self-resolution.

(2) oooo... (Mathematical thoughts)

3 Teaching plan
3 Explain 3 Describe the support provided to facilitate
First section oooo
ideas and mathematical explanation and
discuss. communication.
4 Composition of the study unit
1) Vision of the study unit
ooooo
2) Learning situation Describe how to make the closing summary
4 Summarize. 4
of the learning.
ooooo
3) Teaching method
ooooo
5 Class hour plan (or section, or hour)
Aim ooooo
Learning
activity Teacher's help