POST 2 Math and Science Teaching in Northeast Asia: Do They Do It Better?

Introduction:

 

Math and Science Teaching in Northeast Asia: Do They Do It Better?

 

At a meeting sponsored by the Asia Program, Division of United States Studies Program on Science, Technology, America and the Global Economy, and the Division of the United States Studies, in November of 2007, 4 experts on international education spoke on the subject of teaching math and science in the United States verses Northeast Asia.  The meeting was introduced by Mr.  Mark Mohr, Asia Program Associate.  The podcast of the meeting can be found at:

http://wilsoncenter.org/ondemand/index.cfm?fuseaction=media.play&mediaid=5B039C90-0FBC-3AE3-91CD4F2D9AB55840

 

This is my second post with regard to this subject.  The first post which summarized the first presenter can be found at the following location:

http://uwo1.blogspot.com/2010/11/math-and-science-teaching-in-northeast_06.html

The second presenter to discuss teaching math and science in Northeast Asia was Tadanobu Watanabe, associate professor of mathematics education at Kennesaw State University, outside Atlanta, Georgia.  Professor Watanabe explained that Japanese students begin school at the age of 6.  The elementary school comprises grades 1 through 12, the lower compulsory schools include grades 7 through 9 and the “high schools” include grades 10 through 12.  It was his understanding that the Japanese schools were modeled after the United States schools in the 1940s.  But today, many high schools include grades 9 through 12.  In Japan, students are only required to go to school from grades 1 through 9, but most go through grade 12.   It is interesting that in the United States, students are required to attend school through their senior year.  A major difference is that the Japanese schools are tracked in the upper level.  There are vocational, industrial/business high schools and high schools that would be the equivalent of college preparatory high schools.  Most Japanese students; however, attend the college preparatory schools.

The major difference between Japanese schools and United States schools is that there are two types of “national” educational controls in Japan.  First, the Administration of Education establishes the National Course of Studies, which covers all subjects.  Each subject is then explained in its own book (6 in all).  There is nothing in the US that is equivalent to the Japanese National Course of Studies.  The textbook writers use the National Course of Studies to prepare the text books.  The second national educational control in Japan is the Minister of Education.  The Minister of Education is the entity that approves textbooks.   Professor Watanabe indicated that he moved to Georgia because the State of Georgia state standards were heavily modeled after the Japanese 1989 course of studies.

Another difference between the Japanese school and the Unites States schools are that the textbooks are aligned with the standards.  In the United States, textbook companies try to cater to the teaching standards of various states, and thus, cause a disconnect between the standards and content.  The State-level Departments of Education have little control over publishers.  The Japanese textbooks  also differ greatly from the textbooks in the United States in that they are very small (thin paperback).  At the compulsory level, they are very concise and begin with the problems and show how to work through the problems.  At the high school level, the textbooks are similar to those in the United States where there are discussions and definitions followed by exercise problems.  But again, the textbooks in Japan are small and concise.

With respect to mathematics content, the Japanese schools appeared to be similar to the United States.  Although the Japanese national standard only requires one math class for upper level students, most take at least two.  In the United States, most students are required to take Algebra and Geometry.

Japan does not incorporate much technology into its math curriculum.  In the United States, Professor Watanabe indicated that sometimes, graphing calculators and other technologies are used just for the sake of using them, and not to reinforce concepts.  Rather than using technology, an important part of Japanese learning is for students to come to the chalkboard to present their solutions. 

The most interesting topic to me with regard to Professor Watanabe’s talk was that there are no national mandatory standardized tests in Japan.  Professor Watanabe indicated that the instructors are offended if asked how they know how their students were doing without standardized tests.  Apparently, the teachers felt that the tests are unnecessary. 

In Japan, the students are tested when they take the required college entrance exams.  These exams are designed to screen students and many Japanese students are not expected to pass.  Interestingly, because math and science college entrance exams have been eliminated for students pursuing degrees in the humanities, there has been a decline in students who want to pursue advanced math and science in secondary schools.

Although Professor Watanabe is a mathematics professor, he did provide a great insight into why Japanese students may perform better in both math and science than students in the United States.  The major differences appear to be that the textbook content is directly aligned to the established National Course of Study and that the National Course of Study and textbooks are streamlined (rich in content, low on fluff).