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Title: Early Childhood Mathematics Teaching in Japan: Participation in Mathematical Activities in Everydayl


1
Early Childhood Mathematics Teaching in
JapanParticipation in Mathematical Activities
in Everyday-life Settings
  • 16.4.2009
  • Erickson Institute of Education
  • Kiyomi Akita, Ph.D.
  • Graduate School of Education
  • The University of Tokyo

2
9 4 ?
3
Japanese teachers cultural belief and values for
bring up the sense of numbersand mathematical
thinking
  • Fig A
  • ???????? ?
  • 123412312
  • C For this reason, the answer is 5.
  • Cs Ah!
  • T ??
  • Fig B
  • ?? ?? ??
  • ?? ?
  • the beauty of the number
    sequence

4
Topics
  • Japanese school math education in East Asian
    countries
  • Characteristics of Japanese Math teaching in
    Early Childhood Education
  • and Care
  • Collaboration with elementary school teachers on
    mathematics education

5
Topic 1 Japanese math education
In East Asian countries
  • Educational crisis in Japan
  • decrease of Math test score
  • increase of economic inequality

6
Decreasing Japanese student international math
scores
  • TIMSS(Trends in International Mathematics
    Science study) 2007
  • -Score of 4th graders
  • Hong Kong (609), Singapore (599), Taiwan
    (576), Japan (568)
  • - Joy of Learning Math - Percentage of Strongly
    agree
  • International Average 55
  • Japan 34
  • - Self-confidence in Math
  • International Average 43
  • Japan 17
  • PISA(Program for International Student Assessment
    of the OECD) Rapid decrease of 15-year-olds Math
    score
  • -2000 1st ranking ? 2003 6th ?2006 10th

7
Revision of Math Curriculum
  • 2009 Revision of National Curriculum Guidelines
  • Elementary School
  • -Increase in number of math lessons
  • 4 lessons ?5 lessons per a week
  • - Emphasis on mathematical literacy and thinking
  • Acquisition of core concepts and basic skills
  • Kindergarten (Day - Nursery)
  • No change in Mathematics
  • Emphasis on continuity of childrens experiences
    between kindergarten and elementary school
  • Traditionally distinctly separate from elementary
    school education

8
Topic 2 Characteristics of Japanese
Math Teaching in ECEC
  • - National curriculum
  • - Practices, cultural tools and teachers
    cultural beliefs
  • - The case-study on childrens development of the
    concept of volume

9
National Curriculum Guidelines of Kindergartens
and Day Nurseries
  • 5 key content areas (not one-to-one
    correspondence to subjects)
  • 1 Health Health of mind and body
  • 2 Human Relationships The relationship between a
    child and other people
  • 3 Environment The surroundings, and childrens
    relationship with them
  • 4 Language The development and acquisition of
    language
  • 5 Expression Feelings and expression

10
Mathematics that relates to the childrens
Environment
  • Aim
  • To enrich childrens understanding of the nature
    of things, concepts of quantity and numbers, and
    written words, and so on, through observing,
    thinking about, and dealing with surrounding
    things and experiences.
  • Content
  • Developing curiosity about concepts of quantity
    and numbers, and diagrams in everyday life.
  • Dealing with content
  • Children should be encouraged to place
    importance on their experiences in their own
    lives, in order to bring up interest, curiosity
    and real understanding of concepts of quantity
    and numbers, and written words.

11
Mathematics in Everyday Settings
Sakakibara (2007)
  • Data 14 classroom, 3-,4-years-old in seven
    kindergarten in Tokyo Kanagawa
  • Mathematics were included fairly often in
    activities - 40 of all observed
    teacher-initiated activities.
  • Mathematical components were observed in which
    the goal was something other than teaching
    mathematics (e.g., singing songs, creating arts,
    craft projects etc.)

12
Types of Mathematical Activity
  • Activities of numbers are the most frequent in 14
    classrooms of 3- and 4- year-olds in 7
    kindergartens

13
The Effects of Pre-school Programs (Sakakibara,
2007)
  • The 3-year-olds in highly teacher initiated
    programs showed better overall performance than
    those in less teacher initiated programs. No
    effect on overall performance was observed in
    4-year-olds.

14
Cultural Play Tools Supporting Childrens Math
  • Picture books, monthly journals,
  • Calendar, clocks
  • Trump, Sugoroku (Japanese variety of Parchessi)
  • Many sizes and kinds of blocks, folding papers,
    etc.

15
Gazing at Spinning a top
16
(No Transcript)
17
Classroom environment for counting and using
numbers
18
Characteristics of Japanese Early Childhood
Mathematics 1 Everyday-life Oriented
  • Japanese early educators beliefs and values
  • (Romantic constructive view Hatano and
    Inagaki,1999)
  • - Orientation for mathematical activities is
    embedded in a variety of pre-school everyday-life
    activities, rather than simply giving formal
    systematic mathematical teaching and paper work
  • - Not project-based, but involves every-day life
    routine activities

19
Characteristics of Japanese Early Childhood
Mathematics 2 Counting-based Perspective
  • Emphasis on area of number
  • Teaching method Counting-based perspectives
  • not comparison of quantities perspective
    (Sophian, 2007)
  • History of Japanese school math
  • Toyama(1972), Gimbayashi (1975) and research
    groups of the SUIDO method criticized the
    history of Japanese mathematics education
  • 1. Counting-based teaching without
    realization of the relations
  • between quantity, number words, and
    numerals
  • 2. Promotion of fast mental calculation
    without real embodied manipulation (culture
    of abacus)
  • Parents have preferences for not core
    concept-oriented but effective practical
    skill-oriented
  • (e.g., concept of unit, concept of set and
    subsets etc.)

20
Characteristics of Japanese Early Childhood
Mathematics 3 Weakness of Explicit Pedagogical
Content Knowledge
  • They do not have explicit core concepts of math
    knowledge, or a systematic curriculum from ECEC
    to Formal schooling, and mathematical thinking
    reasoning
  • Less concerned for space and geometry,
    measurement and patterns
  • (concept of direct comparison and indirect
    comparison, concept of faces of solid figures
    etc.)
  • Cf children in US (Ginsburg et als.1999)
  • Chinese children (Ginsburg,Lin, Ness Seo,
    2003
  • ECEC teachers pedagogical content knowledge of
    relations between concrete play activities and
    key core concepts of early mathematics, and their
    knowledge of how and when to teach mathematical
    jargon to young children, are important for
    childrens mathematical concept learning.

21
  • DVD Case 1
  • Fostering the sense of volume and knowledge of
    faces of three-dimensional figures

22
Topic3 Collaboration with Elementary School
Teachers through Lesson Study
  • - Reflecting on their own practice from math
    perspectives
  • - Linking the curriculum and developing manuals
    for PCK
  • - Learning from the core concepts of mathematics
    for deep understanding

23
Preschool Education (Kindergarten day nursery)
Promoting connectivity and linking through
lesson study
Elementary School Mathematics Lesson
24
? Collaboration between Kindergarten and
Day-nursery
Method
Reflecting on the learning environment, and
developing a new environment from the
perspective of math education
25
Sign of correspondence
Invent new learning environment
Lines putting chairs in order
Color Sign for categorizing the books
Sign for grouping
26
Paying with relay game(sequencecounting
corresponding)
Putting Blocks in order(Groupingthree-dimensional
objects)
Growing plants (direct comparison)
Check of numbers of absent children(countingcalcu
lation)
Making dumpling (countingthree-dimensional)
27
5 year-old ball game
?Corresponding ComparingCountingSequence?
If we throw at three more children, we can win!
The number of children left is decreasing when
the child thrown by the other team member
Which team of children left are more?
Judging the winning team
28
5year-old Project of using sweet potato runners
? Feeling by sense and FindingExpressing
verballyComparing directly?
29
? Collaboration between both teachers
Case
Relay game in Kindergarten Documentation on
childrens performance Unit ?what order?
First grade May (learning ordinal and cardinal
numbers) Plan the lesson using a relay game as an
introduction to the unit

30
Standing in a line
What number are you from The front person ?
?ordinal numberscardinal numbers, concept of set?
Relay race
31
  • Children are very familiar with relays. Thus, the
    children actively participated in the mathematics
    lesson.
  • Children understand the differences between
    ordinal numbers and cardinal numbers more deeply
    by learning with body movement activities these
    experiences are more effective than learning with
    paper and pencils.

32
Making Teachers Manuals for number, quantity
and shape for connectivity of curriculum
Numbers
Reading/writing numbers
calculation
corresponding
counting
comparison
sequence
grouping
Five year-old
Activity
First graders
33
  • Point ?

Fostering childrens sense of number, quantity,
and figure
Principles of activity 1. Hands-on
activities 2. Everyday-life settings 3.
Repetition 4. With friends 5. Learning from
failures 6. Attention to mathematical expression
Physical environment Learning environment in
which children actively engage Human resources
Interaction responding to childrens interests
and concerns
34
Issues in Future
  • How to promote collaboration between school math
    teacher and teachers in ECEC should be
    addressed.
  • In pre-service training, it will be necessary to
    teach the relations between concrete activity in
    practices, development of mathematical key
    concepts, and mathematical words. Textbooks and
    tools from new perspective are requested.
  • We have to reflect our own cultural beliefs on
    counting based perspective. Dialogue between
    people from different culture, Documentation
    childrens math learning trajectory from long
    span perspective. and Design for networks are
    needed in future.
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