n Learning and Teaching Mathematics - An 8th grade geometry problem from Japan and American teachers' solutions

Volume 2007, Issue 5
  • ISSN : 1990-6811


In the TIMSS Videotape Classroom Study, tasks on which students were working during seatwork were coded into three categories (Stigler et al., 1999, p102). The results are shown in Table 1, and one of the major distinct differences in Japanese instruction compared to US is spending more time on inventing new solutions or thinking about mathematical problems. According to Shimuzu (2000) the frequent exposure of students to alternative solutions methods to a problem and discussing multiple solutions to a problem in a whole class mode is a common style for teaching mathematics in Japanese elementary and lower secondary schools.

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