Examining Mathematics Education for Kindergarten in Japan: Learningfrom Das Zahlenbuch for Early and Primary Mathematics Education in Germany

Abstract

　　 The article discussed how Japanese mathematics education for kindergarten should be shaped regarding a fine connection with primary mathematics education.  It learned from a German case in which Wittmann developed a project, accepting a holistic and consistent approach from kindergarten to university.  The paper examined the historical development of the early mathematics education, shedding light on the transitions from the oldest version of textbooks to the latest one, as well as the relationship between pre-primary and primary mathematics, focusing on the objective, contents and methodology shown in the textbooks.  The paper concluded that the future Japanese mathematics education for kindergarten could consider the inclusive education for faster and slower learners, preparing two different kinds of textbooks; create the concrete objects of what children should acquire in mathematics and contents linked with the objectives; and connect playing to mathematical activities from kindergarten to primary level.