Mathematics in high school demands to develop mathematics teaching method
planned to learn scientific thinking method. “Origamics” which was born in Japan is
becoming a part of science. Using Origamics has an advantage. It is that learners can think
and try and error many ways to fold paper, and that makes doing experiments and
inspections possible. The purpose of this study is to develop mathematics teaching method
using Origamics to learn scientific thinking method.
The purpose of this study is to make a “Mathematics Play Learning Program”
for 3, 4 & 5 year olds. In this paper, I aimed to investigate the effect of cognition
investigation that incorporates the guided play for 3 year old children. In fact, I
made a cognition investigation that incorporates the guided play. And, it was
carried out the investigation of every month in the home. As a result, it was
possible to find some characteristics of a child's cognition. Furthermore， it was
suggested that itself may become a play learning to improve the mathematical
cognition of a child.
This research clarifies what matters require consideration when developing teaching
materials, while tracing the process of analyzing mathematical objects. As a specific
example, the patterns of Hakone parquetry were analyzed, and the aims of developing this
into a teaching material as well as its mathematical value were examined. As the patterns
of Hakone parquetry are configured from multiple combinations of point symmetry and line
symmetry of basic shapes, it is thought that even elementary students can devise original
patterns and learn about shape movements. Moreover, in order for teachers to discover
materials that are suitable as teaching materials, it is important that they cultivate the
ability to view natural and societal phenomena mathematically, and actively conduct
relevant investigations and extractions.
Perry's movement happened in the early 20th century, and the importance of
practical mathematics in school education rose. Kinnosuke Ogura, Kiyoshi Yokochi, and
others put emphasis on the "development of the scientific mind" in the school mathematics
education of Japan and worked on the education reform. In this paper, I will introduce the
results of our thirty-year studies done to adopt this practical mathematics for school
education. That is, the teaching materials of CRM Approach that Tetsuo Matsumiya
proposed, the teaching materials that we developed for problem and situation-based
learning and for teaching mathematical modelling, the SGH teaching materials, and the
mathematical modelling challenge program. The introduction of this practical mathematics
is an important perspective in bringing up children who can live strongly in the 21st century
Based on the report of curriculum planning special committee due to Ministry of
Education, Culture, Sports, Science and Technology, we sum up the discussions on the
improvement of the quality capability of mathematics teachers in elementary,
secondary and senior high school. We will report the practice activity and make
suggestions on the construction of collaborative learning between mathematics and the
didactics of mathematics for mathematicians in the Faculty of Education. In particular,
it is important to announce the description of each field of mathematics in the Journal
of Mathematics Education Society of Japan for mathematics teachers.
In recent colleges of education, mathematics education course trends to
be included into the Science Education Course or National Science and
Information Education Courses. In mathematics teacher training course,
there are two kinds of professional divisions. – one is in charge of the
study of school mathematics and teaching methods, another is the study of
specialized mathematics subjects.
In this article, we discuss the role of these two professional
divisions in teacher training courses for the sake of getting over the
major social changes of 21st century.
It is difficult for pupils to understand on relative value. So we have developed new
teaching methods as followings: 1) Students were fully asked to complete activities to draw
a line that was k times a given arbitrary length. Next, they were asked to calculate the
values using actual measured values by three type's formulas. 2) The structure of the
number line, indicates the relationship between an actual measured value and a relative
value, was carefully taught to students. 3) The first, the second type, obtaining a compared
quantity, was introduced first to students. 4) The first and the third types were introduced
by expression transformations using the unknown as □ in the formula of the second type.
It was indicated that developed methods were effective in solving problems of relative value
under experimental mathematics class of six graders. In addition, we mentioned the need
for reexamination on curriculum of teaching relative value.
Vietnam has a close relationship with Japan and it has turned out that students in
Vietnam have excellent ability in mathematics. We have inspected mathematics classes at high
schools in Vietnam and interviewed mathematics teachers in order to research the status of
mathematics education in Vietnam. In this study, by analyzing these results from the viewpoint
of educational systems, learning contents and teachers, we have clarified the following features:
(1) The existence of a mathematics competition system and a university entrance examination
system contributes to educating excellent students in mathematics.
(2) Many teachers have views that plane vectors are suitable for contents in the 10th grade and
logarithmic functions, integration, and complex numbers are suitable for those in the 12th
(3) Teachers must have not only ability in mathematics and good instruction skills but also
strictness and the ability to educate more excellent students in mathematics.
(4) Teachers need to improve way of thinking about education to enhance the degree of students’
The purpose of this study was to research the effects of “box diagram method” as an
instrument for problem solving on relative values. Box diagram method is able to show
students the relationship between real quantities and values of ratio more clearly in
comparison with conventional number line method. Two fifth graders who had not learned
relative values participated in this study. They took five hours classes on relative values using
box diagram method. The result revealed that two students became to be able to express
formulas to lead to correct answers using box diagram. Moreover, they could solve applied
problems called type B in national assessment test for sixth graders.
In the medical universities, professional education tends to be made much of than
liberal arts education including the mathematics. In the general education course of
the medical department of the university where I work, the teacher assumes only
knowledge of the mathematics taught in a high school, and must teach the statistics
including application, the computer training from statistics basics, under the condition
that there are 21 times of classes a year. This article is a practice report about the
studies of statistical class in the educational curriculum of first year of the medical
department, under such situation.
We consider the way of understanding functions in mathematics education which we
discussed in  as the issues on the social globalization. We report a case of mathematics
class and give a brief summary on self-similar sets and fractals.