In order to know the implementation of the last national curriculum standards for high schools and
the preparation of the new standards, the questionnaire survey was done for public high schools in a prefecture. Methods of the analysis were (1) according to the categories of the high schools such as ordinary courses, technical courses and integrated courses, and (2) cross tabulation based on deviation score stratification for ordinary high schools. From results of the survey, each school was implementing various curriculum for the last course of study, and for new standards, some schools were not considering the task-based study on the standards even though they are planning to increase the time for ‘mathematics III’. For grasping the actual contents of instruction, three schools were selected on the deviation score stratification, and interviewed. From the interviews to chief teachers of math-departments, we found that, beyond the limitation of the given standards and their official curriculum, various supplementary efforts were existed for getting better performance of students.
The problem regarding the home generation of electricity from sunlight was taken up as a teaching material for mathematical modeling, and some junior high school students volunteered to tackle this material. We focused on making assumptions and validating results in mathematical modeling and tried to capture the state of Japanese junior high students’ problem solving skills. This kind of problem solving skill is indispensable to mathematics classes dealing with mathematical modeling, which can be considered formative in developing people who will play leadership roles in our society. As a result, it was confirmed that, in general, Japanese students are not able to make assumptions appropriately from complicated real-life problems, and that students' modeling skills in handling uncertain numerical values and conditions are insufficient, though they can arrive at the correct answers to a certain degree. In addition, we learned that it was possible for a ninth grader to perform this kind of problem solving.
The purpose of this study, taking into account the characteristics of the students at a College of
Technology, is to examine the effectiveness of teaching specialized courses that incorporate differential tuition, and to propose the teaching of function at technical college. In particular, we incorporated the specialized subject "Climatology", which is usually taught in the mechanical engineering junior year, into the general course "calculus" content in the mechanical engineering sophomore year, and examined both its effectiveness and the learning aspect. The results of a questionnaire proved that, in terms of effectiveness, an "increased motivation for learning" and "a wish to continue studying the subject" were present. In addition, a free comment column substantiated the characteristics of the technical college students. In terms of the learning aspect, the survey was conducted from the point of view of four different property issues. The effect of the teaching methods was only a few in terms of mathematical subjects, while the effect of the teaching methods was observed in engineering subjects in the engineering department, which incorporated differential tuition into specialized courses. It showed a high rate of correct answers and a definite effect of the classes
The purpose of this study is to make the curriculum of teaching the number of positive and negative. In this paper we made the curriculum of teaching the number of positive and negative by
analyzing education history, previous study, education of some foreign, researching concerning about number of positive and negative. Moreover we examined it through a educational practice about a content of 5th and 6th grade curriculum. From the result that 6th graders could understand the contents, the curriculum were very significance for 6th graders.
The purpose of this research is to clarify a method of the class practice and its effects introducing the idea of the limit in the unit "Area of Circle". We considered that 61 6th grade students of two classes were the experimental group and 63 6th grade students of two classes were the controlled group. For the students of the experimental group, we carried out the class practice of the unit "Area of Circle" introducing the idea of the limit, in accordance with
arithemetic activities of investigations and searches. For the students of the controlled group, we
taught according to the contents of the textbook. In the posttest, Problem 1 was contents of equal partitions of the circle and sectors arranged by turns, and Problem 2 was advanced those of the textbook of T Co. As a result of analyzing and considering of the posttest, we clarified the following.
(1) For Problem 1, the percentage of correct answers of the experimental group was 90.2% and
that of the controlled group was 57.1%.
(2) For Problem 2, the percentage of correct answers of the experimental group was 93.4% and
that of the controlled group was 58.7%.
Judging from these results, we found that the class practice introducing the idea of the limit was easy to understand for students and it was effective.