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Marie Arao

TE 855 Final Action Research Project “ External Factors Affecting Japanese Students ’ Mathematical Performance ”. Marie Arao. Final Action Research Project. Title: “ External Factors Affecting Japanese Students ’ Mathematical Performance ”

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Marie Arao

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  1. TE 855Final Action Research Project“External Factors Affecting Japanese Students’ Mathematical Performance” Marie Arao

  2. Final Action Research Project • Title: “External Factors Affecting Japanese Students’ Mathematical Performance” • Math Question: It is sometimes said that Asian students outperform American students in mathematics. What seem to be some factors contributing to this notion? • Myth or truth? • If the statement is true, what are some contributing factors that support this statement?

  3. Data Collection • Survey and interview • 5 teachers • 1st-3rd grade teachers and 5th-6th grade teachers • 1 American-born teacher and 4 Japanese-born teachers • The 4 Japanese-born teachers received K-12 education in Japan • All are bilingual • Questions were asked in Japanese

  4. Data Collection (cont.) • Questions on the survey (anonymous) • It is sometimes said that Asian students outperform American students in mathematics. Do you believe this statement? Why or why not. • Please walk me through your typical mathematical lesson. • Is there a specific procedure that you reinforce when you are teaching math? • What kind of language is exchanged between you and your students during your mathematical lessons? • How do your students answer when asked questions? Do they have to raise their hands, stand up, etc? • What kind of realia do you use? Do you just use the textbook? Or, do you use supplemental materials? • What do you do to motivate your students to focus during class and to complete their homework?

  5. Data Collection (cont.) • Interview questions • What internal factors do you think contribute to this notion? • What external factors do you think contribute to this notion?

  6. Results • It is sometimes said that Asian students outperform American students in mathematics. Do you believe this statement? Why or why not. • 5/5 answered yes (!!!) • Comments • Use of calculators • Speed (how fast one can solve a question) • Different solutions and calculations (2-place-value-multiplication in India) • Time spent on practice

  7. Please walk me through your typical mathematical lesson. • Use of visual aides • Examples and exercises from textbook • Real life examples • Experiments • Make an emphasis on where people have trouble • Use of standards • Use of handouts

  8. Is there a specific procedure that you reinforce when you are teaching math? • Have students/the class come up with a solution to problems • 5-minute warm up • Come up with different ways to solve one question • Have students solve questions and have them show work

  9. What kind of language is exchanged between you and your students during your mathematical lessons? • Different levels of politeness • Informal/casual • Formal • Honorific • Reinforce formal speech

  10. How do your students answer when asked questions? Do they have to raise their hands, stand up, etc? • Have students raise their hands and have them answer with “yes” (no “yeah”, “yup” etc.) • Have them listen to other students when other students are speaking • Have them stand up when reading aloud • Have them explain how they come to their conclusions • Have them stand up when they answer questions

  11. What kind of realia do you use? Do you just use the textbook? Or, do you use supplemental materials? • Teachers’ own handouts • Workbooks • Quizes • Exams • Realia: ball, cards, chart

  12. What do you do to motivate your students to focus during class and to complete their homework? • Use of stickers and charts • Lunch time • Recess • Self-check • Have them come to the t’s desk when students’ work is completed and get their work checked right then • Use of stamps

  13. What internal factors do you think contribute to this notion? • Repetition, repetition, repetition • Difference in mathematical curriculum • Demand from each society • What external factors do you think contribute to this notion? • Relationships between teacher and student • Different perceptions of math • Classroom atmosphere for math learning

  14. Conclusion • Difference in schooling and curriculum • Mathematical set (realia) • Notebooks for math learning • Longer instruction time (1 month summer break) • Summer school • Saturday school • Homework during break • Class conferences and home visits • School language • Math in school • Calculus required • Calculators not allowed • Failure in math repeat the same grade • Societal demand • Entrance exam • Prep school • Good college, good job mentality (whether it is good or bad ) • Competitive job market

  15. What Is Next? (quantity vs. quality) • Establish school language • Classroom empowerment • Realia • Real-life examples • Experiments • Multi step questions • Different solutions to problems • “Think aloud” • Increase math instruction time • Mathematics across subjects • Sound familiar? Approaches/Methods in 855!

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