Author: Schumer Gundel
Publisher: Routledge Ltd
ISSN: 1366-5839
Source: Journal of Curriculum Studies, Vol.31, Iss.4, 1999-07, pp. : 399-427
Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.
Abstract
Stimulated by the discussions of the Third International Mathematics and Science Study (TIMSS) and the TIMSS Video Study of mathematics classrooms in Germany, Japan and the US this paper shows that we cannot limit observation to mathematics lessons in Japanese public schools when we want togain insights intothe achievement of Japanese students. Homework, voluntary studies at home, and private supplementary lessons are more important in Japan than in Germany or in the US. Japanese students not only invest much more time in mathematics but they are also intensively supported and guided professionally. Moreover, the aims and methods of the teaching and learning processes organized privately complement the mathematics curriculum in the public schools. Findings of empirical investigations give evidence that parents and supplementary schools contribute substantially to the learning success of Japanese students.
Related content
Diversity in mathematics teacher education
Journal of Mathematics Teacher Education, Vol. 10, Iss. 2, 2007-05 ,pp. :
Mathematics Teaching and Democratic Education
By Köhler Hartmut Hannafor Colin
European Journal of Teacher Education, Vol. 25, Iss. 1, 2002-03 ,pp. :
Implementing change in mathematics education
Journal of Curriculum Studies, Vol. 35, Iss. 2, 2003-01 ,pp. :
Ethics in Research in Mathematics Education
Journal of Academic Ethics, Vol. 8, Iss. 2, 2010-06 ,pp. :
Didactics of mathematics: an epistemological approach to mathematics education
By Winsløw Carl
The Curriculum Journal, Vol. 18, Iss. 4, 2007-12 ,pp. :