In:
The Mathematics Teacher, National Council of Teachers of Mathematics, Vol. 63, No. 1 ( 1970-01), p. 73-77
Abstract:
Ever since the results of the International Achievement Tests in Mathematics were announced, much interest has been expressed in the outstanding performance made by the Japanese students.1 The test results displayed an accomplishment that at age thirteen, and overall, was far su perior to the other countries involved. Many analyses have been made of the subject matter involved in the questions, of the type of questions, of the teachers of the students, and of the curricula of each of the countries, to either sustain or disprove popularly expressed superiority of Japanese mathematics education. This article merely reviews the existing structure of Japanese education and points to some unique features of Japanese culture that may offer a partial explanation. It is not intended in any sense to suggest that the Japanese program or its culture— which is evidently satisfying to their own people—is one that would be satisfactory for others. It is merely one of many cultures which we should corne to under stand as the world grows closer knit in its forward progress.
Type of Medium:
Online Resource
ISSN:
0025-5769
,
2330-0582
DOI:
10.5951/MT.63.1.0073
Language:
Unknown
Publisher:
National Council of Teachers of Mathematics
Publication Date:
1970
detail.hit.zdb_id:
2066731-0
SSG:
17,1
SSG:
5,3
Permalink