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6 results on '"Becker, Jerry P."'

1. Classroom Assessment in Japanese Mathematics Education.

Author

Nagasaki, Eizo and Becker, Jerry P.

Abstract

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)

Published
1993

2. Report of U.S.-Japan Cross-National Research on Students' Problem Solving Behaviors.

Author

Southern Illinois Univ., Carbondale. Dept. of Curriculum, Instruction and Media. and Becker, Jerry P.

Abstract

In 1986 the United States (U.S.)-Japan Seminar on Mathematical Problem Solving convened to compare the state of problem solving in the classroom and in research in the two countries. The data and results given in this paper are the results of research conducted in the United States in response to the 1986 seminar. The U.S. and Japanese research groups decided to collect problem solving data at the 4th, 6th, 8th, and 11th grade school levels. Problems were collected from a pool of problems submitted by both the United States and Japan. U.S. subjects were from at least two 4th-, 6th-, 8th-, and 11th-grade classes from large rural, small urban, and large urban schools in areas around Carbondale and Champaign/Urbana, Illinois; Pittsburgh, Pennsylvania; Gainesville, Florida; and Athens, Georgia. In addition to the problems, student questionnaires collected data on students' attitudes towards problem solving, their comparison of the problems to textbook problems, and their reactions to the problems. A teacher questionnaire collected information about the schools, teachers' views of their classes, their reactions to the problems, and their perceptions of how students worked on problems. These questionnaires are included in the appendix. Five research reports include the results for each of five problems developed for varying grade levels, as follows: (1) the "Marble Arrangement Problem" for grade 4 (researched by E. Silver, S. Leung, and J. Cai); (2) the "Matchsticks Problem" for U.S. students in grades 4 and 6 (M. Hart and K. Travers); (3) the "Marble Pattern Problem" for U.S. students in grades 6, 8, and 11 (K. Fouche and M. Kantowski); (4) the "Arithmogons Problems" for U.S. students in grades 8 and 11 (J. Becker and A. Owens); and (5) the "Areas of Squares Problem" for U.S. students in grade 11 (J. Wilson). (Contains 39 references, as well as references with chapters.) (MDH)

Published
1992

3. The United State-Japan Seminar on Computer Use in School Mathematics. Proceedings. (Honolulu, Hawaii, July 15-19, 1991).

Author

Southern Illinois Univ., Carbondale. Dept. of Curriculum, Instruction and Media., Becker, Jerry P., and Miwa, Tatsuro

Abstract

The purpose of a seminar attended by mathematics educators from the United States and Japan was to explore ways that use of technology in teaching problem solving can improve student learning. The following presentations were made: (1) "A Report of U.S.-Japan Cross-cultural Research on Students' Problem-Solving Behavior," (T. Miwa and T. Fujii); "Results of U.S.-Japan Cross-cultural Research on Students' Problem-Solving Behaviors" (J. Becker); (3) "An Overview of Computer Use for Mathematical Problem Solving in Japanese Schools" (T. Miwa); (4) "Calculators, Computers, and Algebra" (J. Fey); (5) "Using Construction Programs in the Teaching of Geometry" (J. Choate); (6) "On the use of Software in Mathematics Classrooms in Japan" (Y. Sugiyama, T. Kaji, and Y. Shimizu); (7) "Graphing in the K-12 Curriculum: The Impact of the Graphing Calculator" (F. Demana); (8) "A Study of Problem Solving with Cabri-Geometry in Secondary School Mathematics" (N. Nohda); (9) "Some Examples of Mathematics Instructional Software in Japanese Classrooms" (S. Sakitani and S. Iida); (10) Software Demonstrations by the Japanese Delegation (Y. Morimoto); (11) "Where Do Functions Come From? Data Analysis in Secondary Mathematics" (D. Teague); (12) "The Use of Computers in Schools: Some Findings From National and International Surveys" (T. Sawada); (13) "The Use of Computers in Schools: The State of Using Computers in Mathematics Classrooms in Japan" (K. Kumagai); (14) "Presentation of the Hawaii Geometry Learning Project to the U.S. Japan Seminar" (W. G. Martin) (handout provided at seminar); (15) "Computer Use in Teaching Mathematical Problem Solving--Pre-Service Teacher Education at Yokohama National University" (Y. Hashimoto); (16) "Graphical Reasoning for New Approaches to Topics in Mathematics" (S. Dugdale); (17) Software Demonstration by U.S. Delegation (J. Choate and D. Teague); (18) "Mathematical Visualization in Problem Solving Facilitated by Computers" (J. Wilson); (19) "Mathematical Education in a High-Technological Information Oriented Society--What Should It Be?" (T. Uetake); (20) Summary of Seminar (T. Miwa and J. Becker). A delegates list, opening and closing statements, proposed topics for further study, descriptions of software, and a list of supplementary papers are included. (MDH)

Published
1992

4. Proceedings of the U.S.-Japan Seminar on Mathematical Problem Solving (Honolulu, Hawaii, July 14-18, 1986).

Author

Southern Illinois Univ., Carbondale., Becker, Jerry P., and Miwa, Tatsuro

Abstract

The main purposes of the seminar were to examine the present status of school mathematics problem solving; to explore classroom practice and what is known about research; to compare the situations appearing in textbook word problems; and to make plans for cross-cultural research in both countries. A paper from each country was presented during the eight sessions. The session topics were: (1) "The Present States of Problem Solving in the U.S. and Japan"; (2) "Classroom Practice of Problem Solving"; (3) "Comparison of Achievement"; (4) "Comparison of Situations Appearing in Word Problems"; (5) "Typical Word Problem Solving"; (6) "Pattern Finding"; (7) "Non-Routine Problem Solving"; and (8) "Mathematical Modelling." The closing session was an open discussion on the formulation of the seminar and joint cross-cultural research and the formation of a joint study group. A discussion of the findings and proposals is given, and an appendix includes examples of problems in mathematics for the entrance examinations to national and private universities in Japan. (YP)

Published
1987

5. Mathematics Teaching in Japanese Elementary and Secondary Schools--A Report of the ICTM Japan Mathematics Delegation (1988).

Author

Illinois Council of Teachers of Mathematics, Carbondale. and Becker, Jerry P.

Abstract

A delegation of 22 mathematics educators sponsored by the Illinois Council of Teachers of Mathematics visited Japan September 23-October 11, 1988. The group included teachers from elementary through university levels. The group visited 16 schools, 2 teacher training colleges, a scientific university, and 2 juku schools in the four major population centers of Tsukuba, Tokyo, Nagoya, and Osaka. Visits also included bookstores, factories, and cultural sites. School visits included briefing, classroom visits, and discussions with teachers. Similarities and differences between Japanese and American societies and education are identified. The Japanese mathematics curriculum content for grades 1 through 12 is described. Other topics included are Japanese educational change, uses of technology, and implications for mathematics teaching in the United States. Four tables and 22 references are included. (DC)

Published
1989

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