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ERIC Number: EJ1050468
Record Type: Journal
Publication Date: 2015-Jan-20
Pages: 33
Abstractor: As Provided
ISSN: ISSN-1473-0111
EISSN: EISSN-1473-0111
A Study of Equity in Mathematics Education: Lessons from Japan for U.S. Teacher Preparation
Furuto, Linda H. L.
International Journal for Mathematics Teaching and Learning, Jan 2015
This study comes at an opportune moment for Japanese and U.S. educators, policymakers, and researchers given the trends of global policy and equity-based reform. Discussions of academic achievement in both societies allow us to examine accessibility in mathematics education in order to best prepare teachers to serve the needs of students. Quantitative and qualitative analyses were employed to answer the underlying research question, how does privatization affect equity in mathematics achievement as observed in upper-level Japanese elementary schools? The students and sites were selected because of the turning point in educational paradigms that occurs during the schooling of preadolescents, including shifts in the types of instruction received and academic performance expectations. The contextual background then leads to a discussion on implications for teacher preparation programs in the U.S., where a culture of privatized education has emerged of academic tutoring and test preparation. The increasing public and private sector disparities serve as an urgent call to address issues of equity in both nations.
Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan; United States
Identifiers - Assessments and Surveys: Program for International Student Assessment; Trends in International Mathematics and Science Study
Grant or Contract Numbers: N/A