Recently, mathematics scholastic ability of Japanese students of university has been
declining and it causes various problems. The reasons caused the current situation are largely
considered as ①the current Math classes in high schools, ②a positioning of math at entrance exams.
That is, the required subject is only math I or the math basics, subjects after mathematics II are
optional, so, student does not learn mathematics enough. In addition, it might be pointed out that
there is competency variance between universities and high schools, which means variance between
math skill required at the economic/business faculties and its contents they learned in high schools.
In this paper, We report investigation results about math education in France, from these points
and consider mathematics education in Japan.
The purpose of this study is to clarify the effect of lesson studies with clickers on an
intuitive capability of mathematical insight, which is necessary for improvement of
practical capability in math lesson. We conducted lesson studies with clickers in classes
of the university. As a result of analysis and consideration about responses of clickers in
observations of lessons and protocols of discussions in debriefing sessions, we found the
change of students’ intuitive capability of mathematical insight by specifying scenes,
which were pierced based on a view of knowledge to mathematics and that of math
learning and math lesson, and discussing these scenes. We also identified three steps
on an intuitive capability of mathematical insight.
I have been involved in junior high school mathematics education for many years. I
conducted a survey on junior high school students about learning math. Based on the
survey and my teaching experience, I will examine the issues on primary school
arithmetic education, and required experiences which lead to basic learning in junior
high school. Furthermore, I will place an emphasis on the importance of future
education at the primary school stage. I believe that there are some aspects that
prompt their thinking, such as logical thinking, algebraic concept using Excel, graphic
concept through productive activities and ICT as a learning tool.
Recently, it is demanded that we discuss the framework of mathematical classes in
high school for “learning deeply”. In this study, we practiced a discussion on proofs of
derivative formulae of exponential and logarithmic functions in a high school
mathematical class by jigsaw techniques. Through our practice, students realized a
connection between these formulae and had their own problems. As a result, we
considered that students did “learning deeply”.
The objective of this study is to improve the teaching methods on subtraction
with borrowing. Japanese teachers instruct contents of mathematics according to
an instruction method written in the textbook. However, there are problems in this
situation. For examples, it is a big problem that pupils come to use their fingers for
calculation. And we confirmed that continuous thinking by pupils was interrupted
by the use of blocks. So we have changed how to teach contents of addition with
carrying and subtraction with borrowing. We taught pupils with a new strategy,
which is how to draw and use the diagram to solve problems without blocks. From
the results of educational experiment, we confirmed they could take better ability in
addition and subtraction. And we also found that this new strategy has good effect
on problem solving with ICT. Because of using ICT, pupils can have opportunity to
explain, discuss and consider the problem by using diagrams as the same foundation
in mathematics class.
It's necessary to introduce new and attractive teaching materials as one way to settle a modern educational problem. Optical toy which is Italy based on a necessary matter for a teacher in a proposed site to develop new teaching materials under Goto (2017), its necessity was described as a case. As a result of the investigation, perspective, a tricking picture and trick art are enumerated as a matter related to a Optical toy. Those techniques were taken by European ceiling painting of a church, mural and painting in including Italy. It was picked out in Optical toy exhibited at Galileo museum to say “It was possible to think a different design to change the seen angle. ”These seem something which can be guided in elementary school lower grades. This concept wasn't dealt with at all by a textbook, but you also suggested that it's the way of thinking it's better to get in infancy.