2015.10.18

   Tokyo Gakugei University has started the project for “OECD/Japan Joint Research and Development of Next-Generation Teaching Approaches” funded by the special expenses for the projects of MEXT (Ministry of Education, Culture, Sports, Science and Technology, Japan) from JFY 2015. This project aims to investigate key competencies that should be fostered through the school education of the next-generation and to develop new educational model which contribute for OECD’s “Education 2030” and revision of the Japanese course of study. The Department of Mathematics Education at Tokyo Gakugei University has been conducting a project for “Establishing teacher development systems for long-term, independent educational improvement in mathematics instruction (Project IMPULS)” funded by the special expenses for the projects of MEXT from JFY 2011 for better mathematics education and its professional development.

　This symposium, conducted under the sponsorship of the Tokyo Gakugei University Research Organization for Next-Generation Education, aimed to propose and disseminate internationally a set of recommendations for mathematics education and mathematics teacher professional development for the next-generation. We invited leading mathematicians and mathematics education researchers in U.S., U.K. and Japan, who have worked closely with project IMPULS.

 During the symposium, three specific issues were addressed in separate sessions: 1) What students should learn in mathematics education, 2) How students should learn in mathematics education and 3) Mathematics teacher education and professional development. In each session, symposium members, Hyman Bass, Phil Daro, Alan Schoenfeld, Malcolm Swan, Yoshinori Shimizu, Akihiko Takahashi and Toshiakira Fujii, presented their recommendations jointly. Then, Tad Watanabe moderated the panel discussion and question-and-answer session. In summary, the symposium participants reached a consensus of the basic proposals: it should be emphasized that students should learn not only for acquisition of the mathematical knowledge but also developing their mathematical process (processes) and practices, mathematical knowledge and practices should be learned by nesting them inside each other, not separating them, and it is essential to encourage mathematics teacher to engage in lesson study so that they can develop the necessary professional expertise to teach mathematics in that manner. These proposals are highly profitable suggestions for OECD’s “Education 2030” and organizing future Japanese course of study for the next-generation.

＊  Total number of participants; 215

（34 elementary school teachers, 15 junior high school teachers, 29 high school teachers, 45 university professors, 65 undergraduate and postgraduate students,  24 CEOs and researchers of company and 3 educational professionals of board of education）

＊  Please refer presentation data below.

Session 1;http://impuls-tgu.org/en/presentation/other/page-101.html

Session 2;http://impuls-tgu.org/en/presentation/other/page-102.html

Session 3;http://impuls-tgu.org/en/presentation/other/page-103.html