More cracks showing in Japan’s post-bubble educational system. (For once, the English article isn’t much thinner than the original Japanese.)
The survey, conducted in November and December last year, covered professors, assistant professors and lecturers at universities and junior colleges belonging to the association.
About 28,000 full-time teachers, or 36 percent of those at all of the nation’s private universities and junior colleges, responded.
Inadequate academic ability was cited as a problem by 60.1 percent of teachers at four-year course universities and 66 percent of those at junior colleges.
They were 24.8 and 22.1 percentage points, respectively, higher than the responses in the same survey in fiscal 1998.
The sense of crisis was especially deep among teachers of science and technology.
…
Many university lecturers said some of their students could not solve linear simultaneous equations that are taught in middle school, and some medical students did not take biology as a subject in high school.
Japan may be heading where the US is now: substandard high school instruction will have to be redressed at the level of community college equivalents such as the junior colleges and trade schools. Of course, it’s important to note that only 36% of instructors responded; there’s a SLOPs issue here. Also, only instructors at private colleges were included. That leaves out the public colleges, which include the super-exclusive Universities of Tokyo and Kyoto, along with many of the other top institutions.
At the same time, most Japanese students don’t get to go to 東大, so the experiences of instructors at modest tech colleges who are desperate to help their students catch up to high-school level proficiency may be more representative than the 36% figure would make it seem.
BTW, there’s been quite a bit of interesting discussion of math teaching going on. Joanne Jacobs, as always, points to several good links, especially this post by Moebius Stripper about what skill and knowledge set should be required for high school graduation.
Joanne also posted about a boneheaded theory a few weeks back that math learning is extra-hard because of the way words are used. Though I was a literature major and expended quite a bit of energy memorizing the names of various seasonal plants and birds in Japanese, I have to say that math vocabulary is one of the more fun aspects of the language to learn. Many terms you can basically translate directly. Some of the more fun ones you can’t, but they make sense once you get used to them: 負の数 (fu no suu: “owed number” –> “negative number”), 数珠順列 (juzu junretsu: “Buddhist rosary” + “order” + “line-up” –> “key ring permutation”), 放物線 (houbutsusen: “release/throw” + “object” + “line” –> “parabola”). Okay, fine, I only think they’re fun because I’m a big dork. They still aren’t that hard if you’re also learning Japanese as an everyday language.
Added on 31 July: People sometimes ask me about the fabled Japanese math education system, whereby, it is assumed, a mystical blend of Zen and Euclid are employed to produce a new cohort of Karl Friedrich Gausses every year.
Don’t you believe it. The Japanese (and Korean and Singaporean) systems are successful because they don’t proceed until the kids know what they’re doing. [Earthquake! Feelable but mild. I hope as always that it wasn’t feelable and non-mild a few hundred miles away.] Two articles about a New Jersey school in deep trouble that used textbooks from Singapore and structural approaches from Japan to revamp their math classes show what I mean. If you’re an American who sailed through a good school system and got a 5 on the AP Calc AB or BC test for your trouble, you’re probably wondering what the fuss is about. Of course, the teacher introduces a concept by giving you a problem to solve and seeing whether you can figure out a profitable approach. Of course, you work alone or in groups so that, through trial and error, you can figure out the bone and sinew of what you’re doing and why some plans of attack are bad or waste time. Of course, the lesson in the textbook is a point of departure and not a script.
But those aren’t of courses anymore. The sad irony is that a lot of American public schools teach math the way Japan teaches other subjects: as an exercise in memorization with minimal imagination.
Added later: A while back I posted about one of the ads on my train line–from a cram school, not a public school–that was indicative of one of the ways the Japanese reinforce numeracy.
Added on 1 August: So AXN is showing this here Canadian movie from about ten years ago called
Cube
. I have no idea how popular it was; I do know that it assumes no one in the audience knows the first thing about math. The math genius chick keeps looking at three-digit numbers and trying to determine whether they’re prime. Understandable for some numbers, but she lingers over every single one. You know, like, 548. Hmm…that would be an even number greater than two. I WONDER whether it’s prime. Oh, the SUSPENSE. [pause…pause…gears turning in math genius chick’s brain] Oh, it’s not prime. Goody! No trap in that room! Next one: 153. Uh, 15 seconds for math genius chick to go 1 + 5 + 3 = 9? Pretty slow genius if you ask me. Especially now that it’s toward the end and they’re running out of time–why are we asking the autistic-savant how many factors the even numbers have? Who cares? 512 is the highest power of 2 with three digits, and if you haven’t memorized all the values up to 2^9, what kind of math genius chick are you, anyway?