1、Teacher Training in Japanese Mathematics Education,Toshikazu Ikeda Yokohama National University Yoshiaki Kuwahara Shinmei Junior High School,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Outline,States and issues in Japanese teacher training Pre-service education : Example in Yokohama National Unive
2、rsity In-service education Lesson Study,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,First Report by the Education Personnel Training Council (1997),Improvement of the teacher training curriculum Wide understanding of liberal arts Problem Solving Ability, Humanity Knowledge and skills of subject ma
3、tters The number of credits for subjects concerning teaching methods of mathematics From about 2 credits to 8 credits,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Second Report by the Education Personnel Training Council (1998),Promotion of reeducation of currently employed teachers through master
4、course System of night master course for teachers is gradually introduced in teacher training university,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Third Report by the Education Personnel Training Council (1999),Facilitation of cooperation in the cultivation, appointment and training of teachers,
5、Deeper cooperation is expected,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Issue in teacher training university,In 2001Ministry of Education, Culture, Sports, Science and Technology is planning to integrate teacher training university, keeping the quota of 10,000 students.,PCMI 2002: Toshikazu Ike
6、da, Yoshiaki Kuwahara,Example in Yokohama National University,In 1997: Faculty of Education Faculty of Education and Human Sciences Pre-service education: 230 students Focus on Elementary School Education Establishment of New Courses: 230 students,Quota of students 15000 10000,In 2000: Introduction
7、of a New Curriculum based on first report by the Education Personnel Training Council,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Aims in mathematics education in Yokohama National University,Mathematical points of view To foster students ability to think mathematically To enable students to under
8、stand mathematical concepts and ideas existing behind elementary and secondary mathematics. To foster students ability to represent mathematically To foster students ability to utilize technology,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Aims in mathematics education in Yokohama National Univers
9、ity,Educational points of view To enable students to understand the objectives and contents of mathematics To enable students to understand Teaching methods including assessment of mathematics To foster students ability to construct and analyze a classroom teaching To foster students ability to util
10、ize the textbook of mathematics,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Introduction to Math.,Observation of Classroom teaching,Calculus -Algebra -Geometry -Probability &Statistic-,Teaching Practice elementary level (4 weeks),Teaching Practice secondary level (2 weeks),Teaching methodsof eleme
11、ntary math.,Problem solving and mathematical thinking,Analysis of Classroom teaching,Contents taught in Secondary math.,Development of Teaching material,Assessment,Lesson plan & observation,1,2,3,4,Report to graduate,Curriculum of mathematics education in YNU,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuw
12、ahara,In Case of Yokohama National University (For Elementary School Teacher),Introduction to Mathematics for elementary school teachers,Presentation,technology,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Option: Mathematics for a real world,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,GOAL KICKS
13、 IN RUGBY,In rugby, a chance to score a goal is given after a try. The probability of a successful goal is influenced by the position where the goal kick is made. How should you decide the position with the largest probability when attempting to make a goal kick.,PCMI 2002: Toshikazu Ikeda, Yoshiaki
14、 Kuwahara,“How many years does it take to make money double?”, years years years,Law of 72,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Eyesight,I heard that Eyesight of Inuit is more than 5.0. If it is true, how can Inuit see far away compared with us.,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara
15、,Mirror Problem,Problem What size of mirror do we need at least in order to see the whole body?,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Reflector of bicycle,Reflector of bicycle is shining even though light flood into it from any angles. What is the structure of reflector?,PCMI 2002: Toshikazu
16、 Ikeda, Yoshiaki Kuwahara,In-service teacher training in Japan,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Classification of Teacher Training,Public Training (National,Prefecture,City/Town/Ward, School) Private training (Individual research,society,Other Training & research circle),PCMI 2002: Tosh
17、ikazu Ikeda, Yoshiaki Kuwahara,Public Training for in-service Teachers,New teachers Training Experienced Teachers Training (After 5 years & After 10 years ） Dispatched Training (Master course in teacher training university, Company, Abroad）,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,New teachers
18、Training,About 9 times training during first year60 times in School , 30 times out of School Leading Teacher in charge guide New Teacher one by one. Extensive trainingLecture,Lesson study,Management,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Experienced Teacher Training,After 5 years times traini
19、ng in 6th years Group Training in each theme(Class Management , Students Guidance,Problems to be solved (Bullying etc) After 15 years 35 times training in 15th years Optional Course Training each interest(Subject ,Class Management , Students Guidance,Problem to be solved）,PCMI 2002: Toshikazu Ikeda,
20、 Yoshiaki Kuwahara,An example in mathematics education,In case of Junior High School Teachers Contents: Explanation of the National CurriculumDeveloping New teaching materials for Team Teaching or Optional CourseCollaboration by Experienced Teachers,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Disp
21、atched Training,To a Company To Abroad Language Training Japanese School Inspection of various countries To a Master Course in teacher training university (Study & Research),PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Collaboration on the Daily work,Daily discussion in the Teachers Room Regarding
22、to mathematics teaching Progress of classroom teaching The way of Assessment Teaching MaterialsExchange views,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Lesson Study as teacher training,Pre-service education: One of the tools to assess a classroom teaching Examinations to become a teacher:Demonst
23、ration of classroom teaching,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Lesson plan its history,Before world war ,After world war ,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Five styles of a Lesson Study in Japan (in-service education),PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Five styles
24、of a Lesson Study in Japan (in-service education),PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Strong Relation Between two components,Lesson Study Triangle,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Effectiveness of Lesson Study,Lesson study might be effective for teacher in the following points
25、 in particular. learn to see materialCan teacher identify mathematical essential points of materials? Does teacher deprive of students opportunity to think mathematically?,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Effectiveness of Lesson Study, learn to see studentsCan teacher understand what st
26、udents understand? Can students understand teachers asking questions?Does teacher ignore of students ideas by his/her selfish reason? Can teacher accept and evaluate students ideas appropriately? Can students discuss cooperatively?,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Effectiveness of Lesso
27、n Study, learn to see material + learn to see students Can teacher develop the material by considering both mathematical essential points and students interest?Can students find out their own problems from the original problem that teacher presents at first?Can teacher assist students cooperative di
28、scussion and summarize the mathematical essential ideas derived from their discussion?,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,What do you consider important when introducing a mathematics lesson?,To make students clarify an ambiguous situation.,Answers of students,Why did we derive a variety
29、of ideas ?,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Learn to see material Identifying mathematical essential points,To identify essential and a wide range of mathematical ideas Ex: Division with a remainder “135 = “, Aim of teacher The quotient is 2 and the remainder is 3,If I had two more, the
30、 quotient would become 3,The quotient is 3 with a lack of 2,No, your idea is not good.,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Learn to see material Identifying mathematical essential points,Wide and deep mathematical insights are required for a teacher.,Ex: Division with a remainder “135 = “,
31、Mathematical essential points,Teacher can pick up students mutter as well as focus on mathematically essential points.,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Lets measure the weight of three animals to compare the volume,Which animal do you think is the biggest among a lion, a frog and a turt
32、le made by the clay ?,Um Are there other ideas ?,It is not appropriate for teacher to ignore students idea in this situation.,Is there any students ideas ignored by teachers selfish judgment?,Focus of teacher: Measuring Volume,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Are mathematical essential
33、ideas elicited from students collaborative discussion summarized at the end of lesson?,Students developed the formula to calculate the area of trapezoid.,At the end of lesson, teacher put the panel on the blackboard.,If you have the panel, please show us at the beginning.,PCMI 2002: Toshikazu Ikeda,
34、 Yoshiaki Kuwahara,Future Issues to be discussed in Japan,It is necessary for teachers to discuss the issues that are useful in a future teaching. Namely, it is expected for teachers to discuss the following questions for instance,Is there any alternative teaching methods?,If you have a chance to te
35、ach the same topic next time, how do you want to treat them?,What is the points that is useful in a future teaching?,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,Future Issues to be discussed in Japan,We often observed the stereotyped classroom teaching. (ex. Understand a problem - solving individu
36、ally -Presentation by students - Negotiation) The most important thing for teacher is to accept students ideas and evaluate them flexibility. If a teacher couldnt do so, students might not come to life.,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,PCMI 2002: Toshikazu Ikeda, Yoshiaki Kuwahara,The number of new teachers & the number of teachers,Total 12,000,Total 31,000,Number of Teachers in 2002,
