Relevant bibliographies by topics / Mathematics, Japanese

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Mathematics, Japanese'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Mathematics, Japanese"

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Fujioka, Nobukatsu, and Bunpot Suwannaprasert. "Japanese Mathematics Curriculum Outcomes." Journal of Educational Research 88, no. 6 (July 1995): 372–77. http://dx.doi.org/10.1080/00220671.1995.9941183.

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Watanabe, Tad. "Japanese High School Entrance Examinations." Mathematics Teacher 93, no. 1 (January 2000): 30–35. http://dx.doi.org/10.5951/mt.93.1.0030.

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The results from the Third International Mathematics and Science Study (TIMSS) have renewed American interest in Japanese mathematics education (U.S. Department of Education 1996, 1997, 1998). Although many people are impressed with the high level of achievement of Japanese mathematics students, mathematics educators, both in and outside Japan, also realize the shortcomings of the Japanese educational system. For example, Nagasaki (1998) points out that a gender gap exists in both mathematics achievement and attitudes toward mathematics. He also points out that many Japanese children do not see the relevance of mathematics to their daily lives.
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Reys, Barbara J., and Robert E. Reys. "In My Opinion: Japanese Mathematics Education: What Makes It Work?" Teaching Children Mathematics 1, no. 8 (April 1995): 474–75. http://dx.doi.org/10.5951/tcm.1.8.0474.

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Japan's stature as an economic and political power worldwide has caused growing interest in the country's culture and. more specifically, its system of educating its youth. International comparisons of mathematics achievement highlight Japanese students' unquestioned superiority in mathematical performance. Factors that contribute to the relatively high performance include the nature of Japanese schools, the professional stature of teachers, the homogeneity of the school population, the high parental expectations for the educational success of their children, the abundance of jukus (special cram schools), and heavy reliance on entrance and qualifying examinations.
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Sowder, Judith, and Larry Sowder. "Research into Practice: The Use of Verbal Explanation in Japanese and American Classrooms." Arithmetic Teacher 36, no. 2 (October 1988): 27–29. http://dx.doi.org/10.5951/at.36.2.0027.

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Mathematics represents a universal system for communicating quantitative ideas, and the Hindu-Arabic ystem of nume ration is used throughout the world. Although the concepts of mathematics are unive rsal, the bel iefs and practices that underlie mathematics instruction are not. In ten year of work comparing Japanese. Chinese, and American e lementary schools. I have repeatedly been impressed that beliefs and prac tices taken for granted by American teachers are not necessarily adhered to by the ir Asian counterpart. In mathematics we should be particularly motivated to examine and reflect on these differences because American children fall far behind A ian students in their knowledge of mathematic.
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Askey, Richard, Kunihiko Kodaira, and Hiromi Nagata. "Japanese Grade 7-9 Mathematics." College Mathematics Journal 23, no. 5 (November 1992): 445. http://dx.doi.org/10.2307/2686423.

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Pargeter, A. Robert, and Kunihiko Kodaira. "Mathematics 1 (Japanese Grade 10)." Mathematical Gazette 83, no. 498 (November 1999): 546. http://dx.doi.org/10.2307/3621001.

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Lu, Peter J. "The blossoming of Japanese mathematics." Nature 454, no. 7208 (August 2008): 1050. http://dx.doi.org/10.1038/4541050a.

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Pruša, Igor. "Kawaii: fenomén roztomilosti v japonské kultuře a společnosti." Kulturní studia 2022, no. 2 (November 1, 2022): 27–47. http://dx.doi.org/10.7160/ks.2022.190202.

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The main objective of this study is to introduce the Czech reader to the hitherto unexplored phenomenon of cuteness (kawaii) in Japanese culture and society. The term kawaii, which is used to describe cute objects (toddlers, animals, mascots, toys), represents one of the most culturally persuasive aesthetics of the new millennium and is a significant economic driver of Japan’s cultural industry (manga, anime, fashion, music). In other words, kawaii is not a temporary fashion trend – it is virtually a ‘standard aesthetic’ that has permeated all areas of Japanese everyday life. In this study, I focus on three thematic units, namely psychology, aesthetics, and history of cuteness. Within psychology, I analyze kawaii as an intense emotional response to some significant stimulus that triggers a ‘maternal’ desire. Within aesthetics, I firstly focus on the stylized Japanese script, which started the kawaii fever in 1970s. Secondly, I point out the main specifics of Japanese product design with kawaii features and explain how kawaii aesthetics permeated the field of Japanese fashion. Thirdly, I focus on various mascots and animal characters that represent the main platform of kawaii aesthetics today, and demonstrate how Japanese authorities and institutions utilize this aesthetic to maintain the status quo. Finally, I offer a brief history of Japanese cuteness, which began in court literature of the 10th century and culminated in the second half of the 20th century.
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Shotsberger, Paul G. "Reader Reflections." Mathematics Teacher 91, no. 1 (January 1998): 5–74. http://dx.doi.org/10.5951/mt.91.1.0005.

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Initial results from the Third International Mathematics and Science Study (TIMSS) have captured the attention of the mathematics education community (www.ed.gov/NCES/timss). I was interested in determining the extent to which Japanese teachers thought that the TIMSS findings, especially those of the videotaped study of eighth graders (www.ed.gov/NCES/timms/video/jimfind1.htm), could be considered standard practice in Japanese classrooms. Searching the World Wide Web for Japanese schools online, I established contact with two teachers who were willing to con-espond via e-mail and located a Web message board about Japanese teaching methods. From these exchanges I learned more about the day-to-day realities of teaching mathematics in Japan.
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Sawada, Daiyo. "NCTM's Standards in Japanese Elementary Schools." Teaching Children Mathematics 4, no. 1 (September 1997): 20–23. http://dx.doi.org/10.5951/tcm.4.1.0020.

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In recent years, the NCTM's Standards (1989, 1991) and Asian mathematics education (Becker et al. 1990; Stevenson and Stigler 1992; Stedman 1994; and many others) have, each in its own right, received a great deal of attention. I believe, however, that to look at the connections between the two areas would greatly benefit teaching. In this article, five classroom situations taken from observational studies of mathematics teaching in Japanese elementary schools are described and interpreted from the perspective of the two Standards documents (1989, 1991). More specifically, the classroom situations are examined from the perspective ot the first four standards found in the Curriculum anil Evaluation Standards (1989): Mathematics as Problem Solving. Mathematics as Communication. Mathematics as Reasoning, and Mathematical Connections.
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Dissertations / Theses on the topic "Mathematics, Japanese"

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Bukarau, Ratu Jared R. T. "Exploring the Mathematical Knowledge for Teaching of Japanese Teachers." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3760.

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In the past two decades there has been an increased effort to understand the depth to which mathematics teachers must know their subject to teach it effectively. Researchers have termed this type of knowledge mathematical knowledge for teaching (MKT). Even though recent studies have focused on MKT, the current literature on the subject indicates that this area remains underdeveloped. In an attempt to further refine our conception of MKT this study looked at MKT in Japan. In this thesis I explored and categorized the MKT of three experienced Japanese cooperating teachers (CTs) by looking at the content of their conversations with three Japanese student teachers (STs). I separated the MKT mentioned in these conversations into three categories: knowledge about the students' mathematical knowledge, knowledge about mathematics, and knowledge about school mathematics. I also discussed various implications of this work on the field of MKT.
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Cardinal, Kumi. "An algebraic study of Japanese grammar /." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29419.

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I present an algebraic language model for Japanese within the framework of a type grammar. The analysis pays attention to both inflectional morphology and to syntax. The mathematics for checking the sentencehood of strings of words invokes a generalization of the notorious group concept.
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Asami-Johansson, Yukiko. "Designing Mathematics Lessons Using Japanese Problem Solving Oriented Lesson Structure : A Swedish case study." Licentiate thesis, Linköpings universitet, Matematiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-122240.

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This licentiate thesis is concerned with applying the Japanese problem solving oriented (PSO) teaching approach to Swedish mathematics classrooms. The overall aim of my research project is to describe and investigate the viability of PSO as design tool for teaching mathematics. The PSO approach is a variation of a more general Japanese teaching paradigm referred to as “structured problem solving”. These teaching methods aim to stimulate the process of students’ mathematical thinking and have their focus on enhancing the students’ attitudes towards engaging in mathematical activities. The empirical data are collected using interviews, observations and video recordings over a period of nine months, following two Swedish lower secondary school classes. Chevallard’s anthropological framework is used to analyse which mathematical knowledge is exposed in the original Japanese lesson plans and in the lessons observed in the classrooms. In addition, Brousseau’s framework of learning mathematics is applied to analyse the perception of individual students and particular situations in the classroom. The results show that the PSO based lesson plans induce a complex body of mathematical knowledge, where different areas of mathematics are linked. It is found that the discrepancy between the Japanese and Swedish curriculum cause some limitations for the adaptation of the lesson plans, especially in the area of Geometry. Four distinct aspects of the PSO approach supporting the teaching of mathematics are presented.
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Conklin, Michael G. "Found in translation a comparison of American, German, and Japanese mathematics texts and exercises /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1847.

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Thesis (M.A.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Johns, Kyoko. "Primary grades teachers' teacher identities and teaching practices in the United States and Japanese mathematics classrooms." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/2123.

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Ridgeway, Ilona. "A survey into the physical and psychological differences of the American, German, and Japanese education methods in teaching the subject of mathematics." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002ridgewayi.pdf.

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Ueda, Kōzō. "Macroeconomic models of the Japanese crisis." Thesis, University of Oxford, 2006. http://ora.ox.ac.uk/objects/uuid:94b10e1e-26d2-44a4-8182-6b26b06f59be.

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Japan has experienced a prolonged stagnation since bursting the asset market bubble early in the 1990's. It is very important to understand the underlying problems in order to find a remedy to escape this stagnation. This thesis aims to theoretically analyse the current Japanese economy, especially from the viewpoint of multiple equilibria. According to this view, the same fundamentals can yield a multiple outcome depending on history or expectations. This thesis argues that Japan's situation can be regarded as a bad equilibrium which has been provoked by wide-spread pessimism and a bubble collapse. Three chapters independently attempt to construct theoretical models describing the current Japanese situation. Chapter 2 demonstrates that demand externalities yield multiple equilibria. In a bad equilibrium, firms dare not participate in trade, which causes aggregate demand and welfare to decrease. A global games approach then illustrates how equilibrium is selected. Chapter 3, with the objective of seeing if Japan's depression was provoked by the misconduct of monetary policy, investigates the relation between indeterminacy and a monetary policy rule using a sticky price and firm-specific investment model. The standard Taylor principle is shown to be almost sufficient to eliminate indeterminacy, which suggests that the Bank of Japan did not exacerbate the economy while interest rate rules functioned, that is, until 1999. Chapter 4 focuses on a zero nominal interest rate bound, which has been observed since 1999. The ineffectiveness of the monetary policy yields a bad short-run outcome where real economic activity and asset prices become lower. There are long-run multiple equilibria in this story, and that is our explanation for the problem. Within this model, however, our .analysis does not justify a claim that a zero bound for the interest rate causes a long-run equilibrium to be a bad one.
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Smith, James Martin Derek. "Modelling the spatial spread of Japanese knotweed (Fallopia japonica) in the United Kingdom." Thesis, Loughborough University, 2006. https://dspace.lboro.ac.uk/2134/33778.

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Fallopia japonica (Houtt. Ronse Decraene) (syn. Reynoutria japonica syn. Polygonum cuspidatum, Japanese knotweed) is an aggressively invasive alien weed in the United Kingdom (UK) and throughout its introduced range. Its presence can herald considerable costs, both in terms of its ecological impact as a threat to biodiversity and economically due to the physical damage caused to property and the associated costs of treatment and disposal of the plant. There is therefore increasing interest in eradicating this alien species and as a result many different management techniques have been applied to try and control its spread. It is important to ascertain which of these are most appropriate in any given situation and so tools that can test the impact and efficiency of these techniques both quickly and cheaply would be extremely useful. In this thesis mathematical models are developed for the spatial spread of F. japonica on a local scale in the UK.
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Malarczuk, Todd. "Exploring student attitudes toward an instructional strategy based on a Japanese model of mathematics education." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442029&T=F.

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Yoshida, Makoto. "Lesson study : a case study of a Japanese approach to improving instruction through school-based teacher development /." 1999. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:9951855.

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Books on the topic "Mathematics, Japanese"

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1915-, Kodaira Kunihiko, and University of Chicago. School Mathematics Project, eds. Japanese grade 8 mathematics. Chicago, IL: University of Chicago School Mathematics Project, 1992.

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1915-, Kodaira Kunihiko, and University of Chicago. School Mathematics Project, eds. Japanese grade 9 mathematics. Chicago, IL: University of Chicago School Mathematics Project, 1992.

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Fukagawa, Hidetoshi. Sacred mathematics: Japanese temple geometry. Princeton: Princeton University Press, 2008.

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Eugene, Smith David. A history of Japanese mathematics. Mansfield Centre, CT: Martino Pub., 2002.

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Eugene, Smith David. A history of Japanese mathematics. Mineola, N.Y: Dover Publications, 2004.

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1915-, Kodaira Kunihiko, Nagata Hiromi, and American Mathematical Society, eds. Mathematics 2: Japanese grade 11. Providence, RI: American Mathematical Society, 1996.

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1915-, Kodaira Kunihiko, ed. Mathematics 2: Japanese grade 11. Providence, R.I: American Mathematical Society, 1997.

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1915-, Kodaira Kunihiko, ed. Mathematics 1: Japanese grade 10. Providence, R.I: American Mathematical Society, 1996.

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Satō, Kenʾichi. Sanso: Gendaiyaku to kaisetsu. Tōkyō: Kenseisha, 1987.

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Horiuchi, Annick. Japanese Mathematics in the Edo Period (1600-1868). Basel: Birkhäuser Basel, 2010. http://dx.doi.org/10.1007/978-3-7643-8745-7.

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Book chapters on the topic "Mathematics, Japanese"

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Michiwaki, Yoshimasa. "Geometry in Japanese Mathematics." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, 2070–72. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7747-7_9133.

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Veatch, Robert M. "Magic Squares in Japanese Mathematics." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, 2610–13. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7747-7_9154.

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Shigeru, Jochi. "The Dawn of Wasan (Japanese Mathematics)." In Mathematics Across Cultures, 423–54. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-011-4301-1_20.

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Olfos, Raimundo, and Masami Isoda. "Japanese Lesson Study for Introduction of Multiplication." In Teaching Multiplication with Lesson Study, 103–31. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_5.

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AbstractIn Chap. 10.1007/978-3-030-28561-6_2, we posed questions about the differences in several national curricula, and some of them were related to the definition of multiplication. In Chap. 10.1007/978-3-030-28561-6_3, several problematics for defining multiplication were discussed, particularly the unique Japanese definition of multiplication, which is called definition of multiplication by measurement. It can be seen as a kind of definition by a group of groups, if we limit it to whole numbers. In Chap. 10.1007/978-3-030-28561-6_4, introduction of multiplication and its extensions in the Japanese curriculum terminology were illustrated to explain how this unique definition is related to further learning. Multiplicand and multiplier are necessary not only for understanding the meaning of multiplication but also for making sense the future learning. The curriculum sequence is established through the extension and integration process in relation to multiplication. In this chapter, two examples of lesson study illustrate how to introduce the definition of multiplication by measurement in a Japanese class. Additionally, how students develop and change their idea of units—that any number can be a unit in multiplication beyond just counting by one—is illustrated by a survey before and after the introduction of multiplication. After the illustration of the Japanese approach, its significance is discussed in comparison with the Chilean curriculum guidebook. Then, the conclusion illustrates the feature of the Japanese approach as being relatively sense making for students who learn mathematics by and for themselves by setting the unit for measurement (McCallum, W. (2018). Making sense of mathematics and making mathematics make sense. Proceedings of ICMI Study 24 School Mathematics Curriculum Reforms: challenges, changes and Opportunities (pp. 1–8). Tsukuba, Japan: University of Tsukuba.). A comparison with Chile is given in order to demonstrate the sense of it from the teacher’s side. In relation to lesson study, this is a good exemplar of how Japanese teachers develop mathematical thinking. It also illustrates the case for being able to see the situation based on the idea of multiplication (Isoda, M. and Katagiri, S. (2012). Mathematical thinking: How to develop it in the classroom. Singapore: World Scientific; Rasmussen and Isoda Research in Mathematics Education 21:43–59, 2019), as seen in Figs. 10.1007/978-3-030-28561-6_4#Fig2 and 10.1007/978-3-030-28561-6_4#Fig3 in Chap. 10.1007/978-3-030-28561-6_4 of this book.
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Watanabe, Tad. "Transformation of Japanese Elementary Mathematics Textbooks: 1958–2012." In Transforming Mathematics Instruction, 199–215. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04993-9_12.

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Isoda, Masami, and Raimundo Olfos. "Introduction of Multiplication and Its Extension: How Does Japanese Introduce and Extend?" In Teaching Multiplication with Lesson Study, 65–101. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_4.

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AbstractIn Chap. 10.1007/978-3-030-28561-6_1, the Japanese approach was explained as developing students who learn mathematics by and for themselves (Isoda, 2015), and also as trying to cultivate human character, mathematical values, attitudes, and thinking as well as knowledge and skills (Isoda, 2012; Rasmussen and Isoda, Research in Mathematics Education 21:43–59, 2019). To achieve these aims, the approach is planned under the curriculum sequence to enable students to use their previous knowledge and reorganize it in preparation for future learning. By using their learned knowledge and reorganizing it, the students are able to challenge mathematics by and for themselves. In relation to multiplication, the Japanese curriculum and textbooks provide a consistent sequence for preparing future learning on the principle of extension and integration by using previous knowledge, up to proportions. (The extension and integration principle (MED, 1968) corresponds to mathematization by Freudenthal (1973) which reorganizes the experience in the our life (Freudenthal, 1991). Exemplars of the Japanese approach on this principle are explained in Chaps. 10.1007/978-3-030-28561-6_6 and 10.1007/978-3-030-28561-6_7 of this book.) This chapter is an overview of the Japanese curriculum sequence with terminology which distinguish conceptual deferences to make clear the curriculum sequence in relation to multiplication. First, the teaching sequence used for the introduction of multiplication, and the foundation for understanding multiplication in the second grade, are explained. Based on these, further study of multiplication is done and extended in relation to division up to proportionality. The Japanese approach to multiplication is explained with Japanese notation and terminology as subject specific theories for school mathematics teaching (Herbst and Chazan, 2016). The Japanese approach was developed by teachers through long-term lesson study for exploring ways on how to develop students who learn mathematics by and for themselves (Isoda, Lesson study: Challenges in mathematics education. World Scientific, New Jersey, 2015a; Isoda, Selected regular lectures from the 12th International Congress on Mathematical Education. Springer, Cham, Switzerland, 2015b). This can be done only through deep understanding of the curriculum sequence which produces a reasonable task sequence and a concrete objective for every class in the shared curriculum, such as in the Japanese textbooks (Isoda, Mathematical thinking: How to develop it in the classroom. Hackensack: World Scientific, 2012; Isoda, Pensamiento matemático: Cómo desarrollarlo en la sala de clases. CIAE, Universidad de Chile, Santiago, Chile, 2016) (This is also illustrated in Chap. 10.1007/978-3-030-28561-6_7 of this book.).
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Kochman, Stanley O. "The Japanese stems (πN, 9≤N≤31)." In Lecture Notes in Mathematics, 99–138. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/bfb0083800.

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Corey, Douglas Lyman, and Hiroyuki Ninomiya. "Values of the Japanese Mathematics Teacher Community." In Values and Valuing in Mathematics Education, 53–67. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16892-6_4.

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Kuroishi, Izumi. "Mathematics of Carpentry in Historic Japanese Architecture." In Architecture and Mathematics from Antiquity to the Future, 333–47. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-00137-1_23.

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Olfos, Raimundo, and Masami Isoda. "Teaching the Multiplication Table and Its Properties for Learning How to Learn." In Teaching Multiplication with Lesson Study, 133–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_6.

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AbstractWhy do the Japanese traditionally introduce multiplication up to the multiplication table in the second grade? There are four possible reasons. The first reason is that it is possible to teach. The second reason is that Japanese teachers plan the teaching sequence to teach the multiplication table as an opportunity to teach learning how to learn. The third reason is that memorizing the table itself has been recognized as a cultural practice. The fourth reason is to develop the sense of wonder with appreciation of its reasonableness. The second and the fourth reasons are discussed in Chap. 10.1007/978-3-030-28561-6_1 of this book as “learning how to learn” and “developing students who learn mathematics by and for themselves in relation to mathematical values, attitudes, ways of thinking, and ideas.” This chapter describes these four reasons in this order to illustrate the Japanese meaning of teaching content by explaining how the multiplication table and its properties are taught under the aims of mathematics education. In Chap. 10.1007/978-3-030-28561-6_1, these were described by the three pillars: human character formation for mathematical values and attitudes, mathematical thinking and ideas, and mathematical knowledge and skills.
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Conference papers on the topic "Mathematics, Japanese"

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MORIMOTO, MITSUO. "INFINITE SERIES IN JAPANESE MATHEMATICS OF THE 18TH CENTURY." In Proceedings of the 13th International Conference on Finite or Infinite Dimensional Complex Analysis and Applications. WORLD SCIENTIFIC, 2006. http://dx.doi.org/10.1142/9789812773159_0020.

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Ghassabzade, Fahimeh Akhavan, and Mina Bagherpoorfard. "Mathematical analysis of a novel Japanese encephalitis fractional model." In 2021 52nd Annual Iranian Mathematics Conference (AIMC). IEEE, 2021. http://dx.doi.org/10.1109/aimc54250.2021.9657022.

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Nishikawa, Tomoko, and Giido Izuta. "Probing when Japanese junior high school students begin to feel difficulty in learning mathematics." In PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON EDUCATION, MATHEMATICS AND SCIENCE 2016 (ICEMS2016) IN CONJUNCTION WITH 4TH INTERNATIONAL POSTGRADUATE CONFERENCE ON SCIENCE AND MATHEMATICS 2016 (IPCSM2016). Author(s), 2017. http://dx.doi.org/10.1063/1.4983893.

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Barman, K., K. Maity, R. N. Giri, and A. De. "Prevention of Japanese encephalitis with different control strategies considering environmental effects: A mathematical study." In 5th INTERNATIONAL CONFERENCE ON CURRENT SCENARIO IN PURE AND APPLIED MATHEMATICS (ICCSPAM-2022). AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0137433.

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Kano, Yuki, and Yuki Watanabe. "DEVELOPMENT AND EVALUATION OF THE CAT SYSTEM TO REDUCE MATHEMATICS TEST ANXIETY IN JAPANESE HIGH SCHOOLS." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.1733.

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Yamazaki, Keiko, Fujiko Abe, and Ichiro Hagiwara. "Mathematical Elucidation of the Traditional Japanese Fan Focusing on Its Structure." In ASME 2021 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/detc2021-68773.

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Abstract The Japanese traditional fan, which is a form of origami originating in Japan with a folding culture, has a variety of three-dimensional expression that differs from two-dimensional expression. The image painted on the fan deforms when the fan is folded. In this study, we create a digital fan model for clarifying the deformation on the fan face according to parameters such as length of the bamboo bones. We then validate the digital model with an actual fan. Furthermore, we obtain the original plan view from images of the folded fan as a reverse problem. Because folding fans are made of paper and bamboo and held in the hand, old traditional folding fans are more or less damaged; for example, many culturally valuable folding fans have lost their bones and have damaged edges, have been stretched flat, and have been framed like paintings. Reproducing the original fan without information of the original form is difficult. In the present study, we provide a digital fan model for examining the original fan shape. Old valuable folding fans are treasured by museums and collectors around the world. In future research, we would like to capture such precious folding fans in three-dimensional space applying our digital fan model and to exhibit these fans in a digital museum, providing opportunities not only to enjoy the value of the fans but also to encourage the research of Japanese traditional culture.
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Soneda, Naoki, and Akiyoshi Nomoto. "Characteristics of the New Embrittlement Correlation Method for the Japanese Reactor Pressure Vessel Steels." In 17th International Conference on Nuclear Engineering. ASMEDC, 2009. http://dx.doi.org/10.1115/icone17-75320.

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Neutron irradiation embrittlement of reactor pressure vessel steels is an important ageing issue for the long term operation of light water reactors. A new embrittlement correlation method was developed by CRIEPI and the Japanese electric utilities in 2007. This method is primarily based on the fundamental understandings on the embrittlement mechanisms: i.e. microstructural changes were modeled by the mathematical form of rate equations, and the predicted microstructural changes were further correlated with the mechanical property changes in transition temperature region. The coefficients of the rate equations were optimized using the Japanese surveillance data of RPV embrittlement. This method was adopted as the revision of the Japanese code, JEAC 4201–2007, in 2007. In this paper, after a brief explanation on the new correlation method, the predictions of the new method will be investigated through comparisons with the previous correlation, JEAC4201–2004, and the US surveillance data in order to identify the characteristics of the new method.
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Yasuko, Kawahata, Genda Etsuo, and Ishii Akira. "Possibility predict Japanese artist's reputation in the world using the mathematical model of hit phenomena." In 2014 Joint 7th International Conference on Soft Computing and Intelligent Systems (SCIS) and 15th International Symposium on Advanced Intelligent Systems (ISIS). IEEE, 2014. http://dx.doi.org/10.1109/scis-isis.2014.7044835.

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Murakami, H., and O. Rios. "A Mathematical Model for a Gyroscopic Ocean-Wave Energy Converter." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62834.

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Global attempts to increase generation of clean and reproducible energy have contributed to considerable progress in ocean-wave power-generation technologies. The efficiency of ocean-wave energy converters has improved by almost an order of magnitude in the last decade. In this report, we consider a floating-type gyroscopic ocean-wave power-generator that has proven to generate 50 kW in a prototype test conducted by a Japanese company in 2012. A gyroscopic power generator consists of a buoy, a gimbal, and spinning rotors mounted on a gimbal. The gimbal is installed on the deck of the buoy and rotates when the buoy oscillates or rocks by ocean waves. The gimbal axis is connected to an electric generator. The objectives of our research are to understand quantitatively the mechanisms of gyroscopic ocean-wave power-generators and to improve the component design of the generator to maximize power output. To this end, we develop a mathematical model and a scale model of a gyroscopic ocean-wave power-generator. This integrated approach is to numerically simulate power generation and to clarify the effect of relevant design parameters.
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Kazuaki Hiramatsu, Shiomi Shikasho, and Shinji Fukuda. "Mathematical Modeling of Preference Intensity of Japanese Medaka Fish for Instream Water Environment using Fuzzy Reasoning." In 2004, Ottawa, Canada August 1 - 4, 2004. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2004. http://dx.doi.org/10.13031/2013.16719.

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Reports on the topic "Mathematics, Japanese"

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Swetz, Frank J. Sacred Mathematics: Japanese Temple Geometry. Washington, DC: The MAA Mathematical Sciences Digital Library, September 2008. http://dx.doi.org/10.4169/loci002864.

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Hernández Agramonte, Juan Manuel, Caitlin Ludlow, Emma Näslund-Hadley, and Ernesto Martínez. IDB Briefly Noted: No. 20 : September, 2012: The Making of Little Mathematicians: Fostering Early Math Understanding in Paraguay. Inter-American Development Bank, September 2012. http://dx.doi.org/10.18235/0008199.

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That four- and five-year-olds can do algebra, arithmetic, and geometry may be hard to believe. But if you visit a preschool classroom in the Cordillera region of Paraguay, you will see children who learn factoring by organizing balls and sticks into groups, and who work together to form pentagons and hexagons with their bodies. These children are participating in a project called "Tikichuela, Mathematics in My School", the result of a partnership between the Japanese and Paraguayan governments, the Organization of Ibero-American States (OEI), and the Inter-American Development Bank (IDB). The idea behind the curriculum is that preschool children need to learn premath skills to build a foundation for primary- and secondary-level mathematics. Assessed after five months, the math skills of children in the program had increased significantly compared with those of a group of children not in the program. This brief describes the implementation of the pilot program and its qualitative and quantitative findings.
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Spindelman, Deborah. Investing in Foundational Skills First: A Case from South Korea. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/052.

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In the aftermath of Japanese occupation and the Korean war, South Korea built a schooling system that today is consistently ranked among the top five countries worldwide for reading and mathematics, and in the top ten for science in the Programme for International Student Assessment (PISA) (OECD, 2014). Its consistent high ranking against wealthier countries, as well as the role of education in transforming Korea’s economy while retaining a relatively low (4.3 percent) level of spending as a portion of GDP (World Bank, 2022), has cemented its reputation among low- and middle-income countries as a model to emulate. As a result, South Korea has transformed itself in a few decades from one of the world’s poorest countries at independence, to the world’s fifteenth largest economy (Ministry of Education, 2015) with much of this attributed to an educational system which first prioritised a consistent, quality foundation of reading and basic maths for students regardless of gender, wealth, or region.
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Cristy, M. Mathematical phantoms for use in reassessment of radiation doses to Japanese atomic-bomb survivors. Office of Scientific and Technical Information (OSTI), July 1985. http://dx.doi.org/10.2172/5252724.

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Denys, R. M. L51712 Fracture Behavior of Large-Diameter Girth Welds - Effect of Weld Metal Yield Strength Part II. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), May 1994. http://dx.doi.org/10.55274/r0010121.

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Fitness for purpose girth defect assessments assume the presence of a single defect. This assumption is not always fulfilled. Welds may contain many small defects. These defects, when considered individually and without interaction, are generally innocuous. However, this may be a false conclusion as to the true strength or deformation capacity of the weld because neighbouring imperfections or defects may interact and may be more severe than each individual imperfection. When non-destructive examinations reveal multiple defects, a defect recategorisation procedure has to be applied to determine whether neighbouring defects will interact other under load. The interaction criteria of BS PD6493, ASME Boiler and Pressure Vessel Code Section XI and the Japanese fitness-of-purpose code WES 2805 are based on a combination of linear elastic fracture mechanics calculations and engineering judgement. The PD6493 and ASME XI rules are based on the principle that the increase in the stress intensity magnification caused by interaction of neigbouring defects should be limited to 20% (PD 6493) and 6% (ASME XI), whereas the WES criterion is based on the principle that the stress intensity magnification or CTOD value of the interacting neighbouring defects should be limited to 20% of the shortest defect. As the fracture behaviour of line pipe girth welds differs from linear elastic behaviour, it is expected that the existing rules are not necessarily applicable for elastic-plastic or plastic material behaviours. This consideration suggests that there exist a need for developing criteria which permit plasticity effects to be incorporated. The mathematical treatment of multiple defects under elastic-plastic and or plastic fracture conditions is a complex issue because it is not possible to predict yielding behaviour and make a distinction between local and ligament collapse. Because of this limitation, it is thus necessary to employ large scale tensile tests in which the interaction effects can be reproduced. In persuing this approach, it is further possible: (a) to verify and establish the conservatism built into the existing interaction criteria. (b) to formulate alternative interaction criteria for elastic-plastic or plastic behavior. The goal of this study was to obtain information on the failure behavior of girth welds containing two coplanar fatigue pre-cracked defects. The results were correlated with tests on welds containing a single crack to determine the engineering significance of existing defect interaction rules under elastic-plastic and plastic fracture conditions.
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