ERIC Number: ED378040
Record Type: Non-Journal
Publication Date: 1993
Reference Count: N/A
Classroom Assessment in Japanese Mathematics Education.
Nagasaki, Eizo; Becker, Jerry P.
In Japan, assessment in classroom teaching cannot be considered apart from classroom lessons. This paper describes typical mathematics classroom situations and some of the developments in classroom assessment underway in Japan. The first section of the paper discusses classroom teaching, including whole-class instruction, discussion, objectives, and the importance of lesson plans and records. Next, assessment practices during and after lessons are discussed. Two long-term research projects to assess higher-order thinking are then considered. The Open-End Approach to Teaching Mathematics Project included three types of open-ended mathematics problems: how to find rules or relations, how to classify, and how to measure. Students' achievement was evaluated in terms of fluency, flexibility, and originality. The Developmental Treatment of Mathematics Problems Project had features similar to the Open-End project, except that students formulated or posed problems of their own. Student evaluation was conducted from three points of view: by the number of problems, by how the students formulated their problems, and by the direction of development from the given problem. Samples of lesson plans, classroom dialogue, and sample problems formulated by both teachers and students are provided throughout the document. Contains 25 references. (MKR)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Authoring Institution: N/A
Identifiers - Location: Japan