Changes in mathematics teaching in Japan: are they real or rational?

Autor/in	Whitburn, Julia
Titel	Changes in mathematics teaching in Japan: are they real or rational?
Quelle	Aus: Can the Japanese change their education system? Wallingford: Symposium Books (2003) S. 151-167Verfügbarkeit
Reihe	Oxford studies in comparative education. 12,1
Beigaben	Literaturangaben 21; Tabellen 5
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Bildung; Bildungsinhalt; Bildung; Bildungsreform; Japan; Lehrer; Mathematikunterricht; Bildungsstandards; Schüler; Bildungsreform; Reform; Leistung; Bildungsinhalt; Curriculumreform; Leistungsmessung; Wirkung; Lehrer; Schüler; Schülerleistung; Curriculumreform; Unterrichtsgestaltung; Mathematikunterricht; Leistung; Leistungsmessung; Reform; Standard; Wirkung; Japan
Abstract	The present round of reforms to the Japanese education system - to be introduced in phases from April 2002 - has provoked keen interest. This chapter is concerned mainly with the reforms that will affect the teaching of mathematics and seeks to assess whether, in reality, the changes are likely to have a fundamental effect on either teaching approaches or on standards of attainment. Reforms in mathematics cannot be considered in isolation. They are part of the wider educational reforms across the curriculum and also reflect changes in the wider society. It will be argued that planned reforms are a necessary response by the Government to changes in society, and that, in the case of mathematics, they represent the minimum change compatible with the needs of such a rapidly changing society. This chapter looks at the following: the need for change, current standards in mathematics, the nature of the reforms as they affect mathematics teaching and learning, teacher response and classroom practice and the likely effect of reforms. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)