A survey into the physical and psychological differences of the American, German, and Japanese education methods in teaching the subject of mathematics

Abstract

This thesis paper takes a look at the cultural differences in teaching the subject of mathematics. Few studies have focused on a combination of the physical and psychological aspects of different international cultures, specifically the United States of America, Germany, and Japan in teaching the subject of math. These countries were chosen for this study partly because there is a plethora of information about these countries, but also because they were chosen for studies by numerous other researchers for good reasons. “Germany and Japan were chosen because they are both seen as important economic and financial rivals of the United States. Japan is of special interest because it has repeatedly scored near the top in international comparisons of mathematical achievement.” (Stigler & Heibert, 1997). The purpose of this study is to compare the physical and psychological impact these differences can make in a student’s overall performance. The findings of this study will have broad implications for the entire American educational system. It will contrast our successes and failures with those of other countries in order to expose a path of techniques that can be adapted or assimilated to ensure the continued accomplishments of the American student. American students have trouble maintaining academic levels of English, math and science compared to previous years and in comparison to their international counterparts. The American educational system is clearly failing many of its customers. The problem is American high school students’ math scores are falling in comparison to their international counterparts. The objectives for the study were as follows: 1. Examine the psychological aspects of the educational system for the American, German, and Japanese cultures. a. Investigate the societal attitudes toward math in each culture. b. Explore the students’ teachers’ attitudes toward math in each culture. c. Inspect the students’ parents’ attitudes toward math in each culture. d. Canvass the students’ attitudes toward math in each culture. 2. Identify the physical aspects of the educational system for the American, German, and Japanese cultures. a. Identify whether calculators are used at all grade levels in each culture and how they are used to impart the objectives of the lesson. How much importance and time is given to the use of calculators in each culture? Is calculator use related to deductive reasoning (imperative to the understanding of mathematics) in each culture? b. Determine if students’ classrooms are separated by the primary language spoken by the teacher, by like students’ mental abilities or by like students’ physical abilities in each culture. c. Ascertain if math teachers are prepared and able to teach the level of mathematics their class is at in each culture. d. Examine the effect that discipline in the classroom, or lack thereof, affects students’ abilities to learn math. The significance of this study is important because, in a country where freedoms are a basic right, we may have overlooked the right to remain ignorant even in the face of education. However, in fact, it is knowledge that truly sets one free. In a country that is constantly bringing others to task for their shortcomings on human rights and other basic issues, it is unconscionable that America could do no less for its citizens. Education is truly a basic issue. However unintentional these oversights might be, it is hypocritical not to work to change them once they have been brought to light. This study will show that teaching is a cultural activity and America can learn from the strengths and weaknesses of others’ differences (Stigler & Heibert, 1997). It is through this teaching exchange that we can keep America’s leaders of the future strong and competitive.