In the time after World War II, Japanese Education was under the control of Civil Information & Education Section(CI&E) of General Headquarters / Supreme Commander for the Allied Powers(GHQ/SCAP). The CI&E decided that Japanese new upper secondary education should have a broader focus and comprehensive curriculum. On September 27th 1946, a final tentative curriculum of elementary and secondary education in Japan was agreed upon between the Ministry of Education of Japan(Mombusho) and CI&E. In this plan, mathematics courses of upper secondary level were deemed elective. Wada Yoshinobu (Chief of mathematics course of study committee) was concerned that mathematics was “elective” and claimed that it should be “compulsory”. This thesis clarifies the argument for additional years of compulsory mathematics by using GHQ/SCAP's restricted documents.

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This study attempts to investigate the actual situation of the secondary school mathematics teacher's lesson, based on the report of the school inspector of the Ministry of Education before the Second World War. Then, the following points became clear by their reports. First, many middle school teachers only explained a textbook faithfully and taught them logically and strictly. Because, they had to let students pass the entrance examination of advanced schools. In this paper, the middle school indicates a secondary school for boys and gives them ordinary education. Next, many middle school teachers did not teach the ABC of geometry with making a geometrical model and so on and did not teach uniting each branch of mathematics. In addition, they did not try to use educational instruments actively. On the other hand, some of girls' high school teachers instructed girls in arithmetic, algebra and geometry according to the Perry Movement. Moreover, many mathematics teachers weren't good at dialoguing with students in the lesson and at making students active mathematically, too. Finally, the curriculum of the middle school was revised in 1931 and at the law the mathematics teacher came to be able to teach each branch of mathematics synthetically. But many of them taught with former style in according to the unchanged entrance examination.

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Japan adopted a modern system of education, modeled after those of Western countries, in 1872, After the establishment of the fundamental law for education, named “School System” (“Gakusei”, in Japanese), regulations concerning schools and curricula were enacted. The “Curriculum for Secondary Schools, Taught by Foreign Teachers” is one of these. It was the first regulation concerning curricula for secondary schools in Japan, and was enacted in 1872. In this “Curriculum”, examples of textbooks in English, French and German were given for each subject. As to mathematics, the curriculum was just like the one of secondary schools in Western countries. It consisted of arithmetic, geometry (including elementary trigonometry) and algebra. Textbooks of algebra, given in the curriculum as examples, were “New Elementary Algebra” by Charles Davies, “Principe d’algèbre” by H. Sonnet, and “Arithmetik und Algebra” by H. B. Lübsen. Each of these books had some distinctive feature. For instance, an explanation on a graph of a linear equation of two unknowns, though quite brief, was given in Sonnet's book. The curriculum of mathematics was a very hard one for Japanese students of that time, due to their poor knowledge of mathematics and difficulty of learning by foreign language. Therefore, it was not carried out thoroughly at first.

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