Values in Japanese mathematics education: their historical development

Baba, Takuya; Iwasaki, Hideki; Ueda, Atsumi; Date, Fumiharu

doi:10.1007/s11858-012-0406-1

Cited by 8 publications

(8 citation statements)

References 3 publications

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“…Biesta 2009;Skovsmose 2005). For example, the historical but also recent changes in Japanese school mathematics illustrate how different aspects of mathematics has been both valued by, and depending on, societal and political changes (Baba et al 2012). The work of Alan Bishop provided an important contribution to the understanding of values in mathematics.…”

Section: Mathematical Values and Democracymentioning

confidence: 99%

Democratic Actions in School Mathematics and the Dilemma of Conflicting Values

Andersson

Österling

2019

Values and Valuing in Mathematics Education

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This chapter reports and problematizes relationships between the expected democratic actions as part of the politically expected democratically inclusion of students' wishes and concerns; and students' valuing of mathematical activities in mathematics classrooms, departing from the Swedish results from a large-scale quantitative cross-cultural survey. We asked what are the conflicts between most valued activities by Swedish students and the valuing of democratic actions. The quantitative study showed that students value "knowing the times tables" and "teachers' explanations" and "correctness" over explorative, communicational and collaborative activities. We discuss the cultural and historical reasons behind these results and argue that we must understand the valuing of times tables or teachers' explanations as an expression of enculturated and therefore culturally valued actions in mathematics classrooms, where this enculturation takes place not only in school, but in conversations with parents, grandparents, in media and in children's books. We also argue that the conflict between the political expectations of democratic participation and actions, and the invitation to students to influence teaching on the one hand, and on the other hand students use of this influence through valuing teacher explaining, mastering times tables and understanding why the answer is incorrect, rather conserve a mathematics teaching organised around values as objectism and control than through openness and rationalism.

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Section: Mathematical Values and Democracymentioning

confidence: 99%

Democratic Actions in School Mathematics and the Dilemma of Conflicting Values

Andersson

Österling

2019

Values and Valuing in Mathematics Education

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“…While the generality of mathematics cannot be ignored, the issue of classes addressing it remains a problem that hinders the elevation of the quality of education today, just as was the case in previous years. Mathematics is centrally necessary because it has a role in carrying on a country's culture (Baba et al, 2012), and it also affects the construction of sounder democracies and contributes to the development of society and culture. If textbooks are the primary resource used by teachers when they teach, and a strong relationship exists with all of the three-types of curriculum, the sociocultural features of the textbooks obviously require examination, which could lead to improving them in enhancing mathematics education generally.…”

Section: Significance Of Comparing Mathematics Textbooks Focusing On mentioning

confidence: 99%

“…This study approaches investigative activities and socially open-ended problems, which are targets of active study. Baba et al (2012) defined these as problems with diverse mathematical and social solutions that have the objective of fostering the ability for social…”

Section: Content Of Investigative Activities and Socially Open-ended mentioning

confidence: 99%

“…Both these categories were more significantly mentioned in Mozambican textbooks as compared to Japanese ones. The core role of education is to carry culture forward (Baba, et al 2012), and the use of a large number of these types of situations allows for an emphasis on understanding and handing down a country"s culture. ISSN 2377-3936 2020…”

Section: Global Journal Of Educational Studiesmentioning

confidence: 99%

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Analysis of Mozambican Elementary Mathematics Textbooks Compared with Japanese Textbooks Focusing on Tasks and Exercises Related to the Real World

Kusaka

2020

GJES

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The importance of sociocultural perspective in curriculum emphasized in the context of Sustainable Development Goals (SDGs). Textbook has a strong relation of all three types, intended, implemented and attained curriculum. Therefore, analyzing sociocultural features of the textbooks leads to improving quality of education in the context of SDGs. This study aims to clarify the pertinent characteristics of Mozambican elementary mathematics textbooks from a sociocultural perspective (in comparison to Japanese ones) by focusing on how they treat ‘real-world’ mathematics. The following four perspectives are discussed: (1) Proportion of the tasks related to the real world via the introduction of new learning content (2) Proportion of exercises related to the real world (3) Categorization of the situation of the tasks and exercises related to the real world. As a result, we found that there are few problems which are related directly to the real world in the Mozambican elementary mathematics textbooks. The content of the problems related to the real world are about the tax system and salaries, which means students are given opportunities to view and think mathematically about their social system right from the elementary school age. In addition, various exercises related to social science topics are contained to help students to understand and hand down Mozambican culture.

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“…Two other notions of Japanese culture that are hypothesized to have connection to mathematics teaching by Baba et al (2012) are the ideas of jutsu and waza. "This jutsu concept involves aiming to pursue its object to the fullest extent, and in the process to acquire the very nature of its technique, called the waza… the pursuit of waza goes beyond simple technical aspects, and leads to nourishment of the spirit and personality formation" (pp.…”

Section: Frameworkmentioning

confidence: 99%

Values of the Japanese Mathematics Teacher Community

Corey

Ninomiya

2019

Values and Valuing in Mathematics Education

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In this chapter, we analyse three fundamental practices of Japanese mathematics teachers to better understand the set of community values that influence their work as teachers. The three fundamental practices are: writing detailed lesson plans, kyozaikenkyu (a planning practice), and emphasizing student mathematical reasoning in instruction. An analysis of these community practices resulted in eight potential values of the Japanese mathematics teacher community. These values help the field better understand why Japanese teachers engage in the work of teaching the way that they do.

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Values in Japanese mathematics education: their historical development

Cited by 8 publications

References 3 publications

Democratic Actions in School Mathematics and the Dilemma of Conflicting Values

Democratic Actions in School Mathematics and the Dilemma of Conflicting Values

Analysis of Mozambican Elementary Mathematics Textbooks Compared with Japanese Textbooks Focusing on Tasks and Exercises Related to the Real World

Values of the Japanese Mathematics Teacher Community

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