Japanese teacher’s method of math

From the very first days, teachers must emphasize that they want to be in a state where students are not responding correctly but expressing their thoughts.

Yukiko Asami-Johansson, a Japanese researcher at Gavle University (Sweden), shares on the website how Japanese people improve their ability to study in Math.

Respect students’ thinking

Japanese people think that learning results will change positively thanks to problem solving skills. The teacher chooses problems that match the content of the unit and determines how students will interpret them.

When the problem is given, the teacher does not solve the sample from the beginning, but allows the students to tinker. Every time I find a way to solve it, then work in groups.

Students will receive predictive short-line prediction in logical directions. Besides, when they ask their answers, they will be curious to know if they did right or wrong.

It is important that every teacher in the land of the rising sun develop a possible plan for lessons and prepare the correct problem from the first day of the school year. With a problem, they evaluate, provide a number of exam solutions, involve the whole class and can give some examples of easy problems.

The teacher must constantly emphasize: “What I want them to do when solving math is to show their thinking”.


Japanese students are encouraged to present a variety of math solutions. Photo: iStock

If you observe a Japanese teacher during a class, you will see that they “act” a lot. Their purpose is to fake no rights, to give students the opportunity to decorate. “Oh, is that how you think?”, “Is this true?,” Look, this way seems to work … “are the sentences they often say.

Instead of showcasing architectural knowledge, teachers humbly let students discuss.

According to Yukiko, in many other countries, teachers (mainly at low levels) do not really want to teach math but do not do this work. When they are not motivated to refer to students’ explanations, they often apply teaching to achieve certain goals.

Limit, if Kalle students think of a solution very cleverly but the teacher does not understand, they may restrict Kalle from eliminating that solution: “No Kalle, I think you should use my solution” . And then the teacher kills the students’ joy of solving math.

The educational members “shake hands” instilled a passion for solving math problems

In Japan, educational members have to do an “open lesson”. They plan lessons together, then a teacher is used to teach their class while the others follow. Other school members educators can also attend hours.

The results and ineffective results of that lecture were taken out of the “dissection”. The group of teachers to modify and perfect the lessons for use in other classes. “It is a complete process. Each teacher will become more and more competent when operating in the network ”, Yukiko wrote.

Yukiko Asami-Johansson herself used to be a high school math teacher and teach future educators at Gävle University. “I use this method and the see function. I want students to grasp it to collaborate with other teachers. This is not a effect only method at Japan, or in the best learning class that have a common feature for the world, ”she said.


Yukiko Asami-Johansson believes the Japanese method of math should be replicated. Photo: Sveriges Radio

When researching this approach, she works with a teacher to jointly plan all assignments for the students. “That teacher learns how to solve math problems through her students’ thinking abilities. If a learning to meet me with how to like this, how should I respond to the app? With that in mind, she plans the details for each lesson, ”said Yukiko.

When interviewing the student later, Yukiko saw excitement. “Math is my favorite subject now. I get the answer search is not the most important, but the way of thinking, ”answered one child.

To be public with this method of learning, according to Ms. Yukiko, students must be confident in their expression. If you do not believe, when someone laughs or reacts negatively, it is easy for students to give up.

In a book selling more than one 1945 text by Hungarian mathematician George Pólya, he wrote: “Learning first is for students to think and evaluate for themselves”.

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