A COMPARISON OF HOW TEXTBOOKS TEACH MATHEMATICAL PROBLEM-SOLVING IN JAPAN AND THE UNITED-STATES

This brief report compared the lesson on addition and subtraction of signed whole numbers in three seventh-grade Japanese mathematics textbooks with the corresponding lesson in four U.S, mathematics textbooks. The results indicated that Japanese books contained many more worked-out examples and relevant illustrations than did the U.S. books, whereas the U.S. books contained roughly as many exercises and many more irrelevant illustrations than did the Japanese books. The Japanese books devoted 81% of their space to explaining the solution procedure for worked,ed-out examples compared to 36% in U.S. books; in contrast, the U.S, books devoted more space to unsolved exercises (45%) and interest-grabbing illustrations that are irrelevant to the lesson (19%) than did the Japanese books (19% and 0%, respectively). Finally, one of the four U.S. books and all three Japanese books used meaningful instructional methods emphasizing (a) multiple representations of how to solve worked-out examples using words, symbols and pictures and (b) inductive organization of material beginning with familiar situations and ending with formal statements of the solution rule. The results are consistent with classroom observations showing that Japanese mathematics instruction tends to emphasize the process of problem solving more effectively than does U.S. mathematics instruction (Stevenson and Stigler, 1992).