Comparative Study of Mathematics Education in Namibia and Japan

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(1)Title. Comparative Study of Mathematics Education in Namibia and Japan. Author(s). HELENA, Mupopya Iithete; ISHII, Hiroshi. Citation. 北海道教育大学紀要. 教育科学編, 71(2): 111-118. Issue Date. 2021-02. URL. http://s-ir.sap.hokkyodai.ac.jp/dspace/handle/123456789/11695. Rights. Hokkaido University of Education.

(2) 北海道教育大学紀要（教育科学編）第71巻第2号 Journal of Hokkaido University of Education（Education）Vol. 71, No.2. 令和 3 年 2 月 February, 2021. Comparative Study of Mathematics Education in Namibia and Japan HELENA Mupopya Iithete and ISHII Hiroshi Department of Mathematics Education, Hakodate Campus, Hokkaido University of Education. ナミビアと日本の数学教育に関する比較研究ヘレナムポピャイシテ・石井洋北海道教育大学函館校数学教育研究室. ABSTRACT This study compares mathematics education in Namibia to that in Japan as part of a partnership and collaborative learning effort in these countries. The focus of the study is on mathematics curricula, textbooks, and how mathematics lessons are conducted. Reports demonstrate that mathematics education in Japan has been advancing according to analyses performed by TIMSS and PISA. This comparative study may assist in understanding differences and similarities in curriculum policy, education framework, and student provision in theses two countries. Comparison was conducted by analyzing the following: 1) education systems, 2) mathematics curriculum frameworks, 3) mathematics textbooks, and 4) observations of Japanese mathematics lessons. Despite similarities in the education systems of these two countries, the study found Japanese mathematics education content to be erudite compared to the same content in Namibia. The results of this study may be used to harmonize and strengthen the teaching and learning of mathematics education in Namibia and Japan.. people, 56 % of whom are rural, and an annual. 1．Introduction. population growth of 1.86 %.3). 1．1．Overview: Namibia Namibia is in Southern Africa; to the west is. 1．2．Study Background. the Atlantic Ocean; to the north, Angola and. This comparative study was conducted using. Zambia; to the east, Botswana and Zimbabwe;. mathematics education document analysis and. and to the south, South Africa. 825,616 km²,. 2). has 14 regions,. 1). 1), 2). Namibia is. feature classification distribution in Namibia. has 2,543,250. and Japan. This international comparative. 111.

(3) HELENA Mupopya Iithete and ISHII Hiroshi. research was conducted from methodological, implicit value system, best practice, and benefit 4). to poor supplies. The mathematics teacher’s role in Namibia. through an analysis of. is therefore complex as they are expected to. mathematics curricula frameworks, textbooks,. devise innovative high quality teaching activities. and lesson observations.. and make use of effective teaching strategies. mutuality perspectives. The Courses of Study in Japan is issued by the Ministry of Education, Science, Sports,. while at the same time being sensitive to multilingual dynamics.11). Culture and Technology (MEXT) with the math textbooks being provided free of charge.. 1．3．Objective of the Study. The mathematics Courses of Study provides. This study sought to analyze the similarities. a basic curricula framework for the overall. and differences in the mathematics education. objectives and teaching content and objectives. in Japan and Namibia by comparing the. for each elementary, lower secondary, and. mathematics curricula, the textbooks, and the. upper secondary school grades.5) Mathematics. lesson presentations. According to Clake (2003),. 6). can. studying mathematics classrooms in other. be published by private publishers but must. countries allows for a reflection on our own. reflect the official Courses of Study and the. practice.4) Mathematics has become the basis of. accompanying Teaching Guide published by the. our technological society and12) the root of all. Ministry of Education.7) Japanese mathematics. science.. textbooks in Japan, (Shimizu, 2010),. educators also benefit from Lesson study, which is the process in which teachers progressively strive to improve their teaching methods by. 2．Methodology. working with other teachers to scrutinize and. This comparative study was descriptive in. 8). nature, that is, it described and interpreted. Lesson study, which has been widely recognized. existing relationships, attitudes, practices,. around the world, places the teachers at the. p r o c e s s e s , a n d t r e n d s . 11) D o c u m e n t a n d. center of the professional activity to better. secondary data were scrutinized to identify. understand student learning based on their own. the mathematics education differences and. critique each other’s teaching techniques.. teaching experiences.. 9). In Namibia, the National Institute of Education. similarities, and field notes were utilized from the Japanese lesson observations.. Development (NIED) (the directorate under. The general education systems from the. the Ministry of Education Arts and Culture),. two countries were generally analyzed in. university lecturers, stake holders as well. seminars (Fig. 1) and lectures with a specific. other entities are consulted when revising the. mathematics education.. curricula.10) All textbooks require the evaluation. Textbook features and the content per grade. and approval of NIED’s curriculum panels and. based on the mathematics curricula were. are developed in harmony with the curricula. also scrutinized. Mathematics lessons were. and syllabi developed by NIED. While textbooks. observed as lesson study at the elementary. are provided free by the government for public. school attached to the Hokkaido University. schools, sometimes learners have to share due. of Education, Hakodate campus, Fuzoku. 112.

(4) ivity. countries were generally analyzed in seminars (Fig. 1). their. and lectures with a specific mathematics education. Comparative Study of Mathematics Education in Namibia & Japan. ation the. ersity. 2. Issues in Education in Namibia. 1. School system in Namibia. s are. with. 4. Mathematics textbooks. The Namibian Constitution, Article 20 (2), be compulsory and the State shall provide. 5. Mathematics lessons. 6. Comparion of education system. a is. reasonable facilities to render effective this right for every resident within Namibia, by establishing and maintaining State schools at. evise. same. and free of charge.13-15) prescribes that “primary education shall. t for. make. of education, and articles 6, 22 and 39 of the nine years of general education are compulsory. 3. Mathematics curriculum in Namibia. While. e due. Constitution, article 4 of the Fundamental Law School Education Law mandate that the first. ooks. ED’s. Affairs of Japan, article 13 and article 26 of the. which primary education will be provided free of 7. Comparsion of issues in Education. 8. Comparison of mathematics curriculum. charge”.16) Therefore, based on this provision, free primary education implies that the State provides the required inputs and bears the expenses for all teaching and learning in the. and. n and. 9. Comparison of mathematics textbooks and lessons. 10. Comparison summary. Fig.1 Sequence of seminars. Fig. 1 Sequence of seminars. nation’s public schools. The government of the Republic of Namibia is mandated in Section 38 ⑴ of the Education Act17) to provide free primary education and the Cabinet, as directed the Ministry of Education, are charged with. Shougakkou (Elementary School), (grades 6 and. assessing and reviewing the national curricula. grade 3) and some pre-recorded mathematics. more regularly than once every seven years to. lessons taught in different Japanese grades were. identify the emerging needs and to ensure the. also consulted. Notes were taken during lesson. curriculum remains relevant.10, 18). studies and used in the analysis of Japan’s and. Both countries have Special Schools to. Namibia’s mathematics lessons. Considering. support learners with special needs and meals. the feasibility of this study, data used during. programs are also in place to provide students. lectures and seminars were used in results. with school lunches. The main purpose of the. analysis.. school lunch program is to promote healthy mental and physical development. 19) It is for. 3．Results and discussion 3．1．Education System. these reasons that school lunches in Japan have diverse menus every day that all include milk. In Namibia, the school lunch program is known. There are laws that shepherd the education. as the Namibia School Feeding Program (NSFP),. system in both countries. The right to education. with the food being mainly soft porridge. and compulsory education are recognized. made from flour that is processed with all the. and stipulated in the constitutions of both. necessary nutrients to support the children’s. countries. According to Ministry of Foreign. growth and nourishment. The NSFP has now. 113.

(5) of the Constitution, article 4 of the Fundamental Law. learners with special needs and meals programs are. of education, and articles 6, 22 and 39 of the School. also in place to provide students with school lunches.. HELENA Mupopya Iithete and ISHII Hiroshi. Education Law mandate that the first nine years of. The main purpose of the school lunch program is to. Lifelong learning, open learning and distance. Tertiary Education. Secondary. Vocational Education. Senior Secondary grade 10-12. 16-19 years. Junior Secondary School grade 8-9. 14-16 years. Senior primary grade 4-7. 9-14 years. Pre- Primary and lower Primary grade 1-3. 6-9 years. Primary. Early childhood care and development. 0-6 years. Fig. Education System in Namibia Fig.2 2 Education System in Namibia reached nearly all schools in the country.20). curricula. In Japan, the national standards. School in Namibia have classes five days a. for education in schools are prescribed in. week, with eight 40 minute lessons a day. 21). the Courses of Study issued by MEXT, 5). After school, many learners stay at school for. and in Namibia, NIED in conjunction with. self-study supervised by teacher (mostly in. relevant entities is responsible for curriculum. rural areas), take part in extramural activities. development and materials development as. or go back home. In Japan, the public schools. well as the pre-service and in-service teacher. have classes five days a week, from Monday. training programs, research, and development.22). to Friday and some schools have classes on. NIED provides instructional working groups,. Saturday. There are six class periods each day,. which draw up the subject syllabi. According to. each of which are 50 minutes in junior and. Ottevanger (2001), these NIED working groups. senior high school and 45 minutes in elementary. typically consist of subject specialists, regional. schools.. 14). After class, the students clean the. advisory teachers, and experienced teachers.22). classrooms in shifts and then start their club. The goals and objectives of mathematics in. activities in a wide range of clubs such as. the Curriculum are specified in the National. culture and sports.. Curriculum for Basic Education, Namibia and The Courses of Study for school mathematics in. 3．2．Mathematics Curriculum. Japan.. With the assistance of education specialists, university lectures and education experts, the. Namibia. Ministries responsible for education in both. ・W ith an increasing emphasis on science,. countries formulate and revise all subject. technology, and commerce, learners must be. 114.

(6) such as culture and sports. Comparative Study of Mathematics Education in Namibia & Japan. Doctoral program (4 years). Master degree (2 years). University (4 years). Junior college (2years). College of Technology. High school, age 15-16 (3 years). (5 years). Vocational School (1 year). Junior high school, age 12-15 (3 years) Elementary school, age 6-12 (6 years) Kindergarten, age 3-6 (3 years) Fig. Fig. 3 Japanese education systemsystem 3 Japanese education fully numerate and must come to understand. ・To foster an attitude to willingly make use of. and be able to use mathematical language. mathematics in their daily lives as well as in. confidently and effectively.. their learning.23). ・Numeracy skills apply as much to ordinary, everyday situations such as budgeting and. The mathematics content in each grade in. using money wisely as to simulations and. Namibia and Japan were also compared. In the. high-level calculations.. Japan’s content was erudite compared to the. ・N umeracy skills involve creating logical. same content in the same grade in Namibia,. models for understanding, and being able to. and appeared to be two if not three grades. think in terms of the relationships of quantity,. ahead. The junior primary level mathematics in. size, shape and space, and computation.. 21). Namibia appeared rudimentary, had only typical. Japan. basic calculations, and was not integrated with. ・To help pupils acquire basic and fundamental. any other subjects, probably because the junior. knowledge and skills regarding numbers,. primary grades (grade 1-3) phase use mother. quantities, and geometrical figures through. tongue/pre-dominant language as the medium. mathematics activities;. of instruction. 21) From senior primary (grade. ・To foster their ability to think and express. 4), the instruction switches to English as the. themselves logically and with good. medium of instruction and is also when the. perspectives matters in everyday life;. challenges in understanding the mathematics. ・T o h e l p s t u d e n t s f i n d p l e a s u r e i n mathematics activities and appreciate the value of mathematical approaches;. concepts begins. Tables 1 and 2 show the elementary and junior secondary school mathematics content in. 115.

(7) HELENA Mupopya Iithete and ISHII Hiroshi. Table 1 Primary or Elementary Mathematics content Namibia Primary Mathematic content (4-7) ・ Handling Data ・ Numbers ・ Patterns, function and Algebra ・ Money and Finance ・ Measures and Mensuration ・ Geometry. Japan Elementary Mathematics content (1-6) ・ Numbers and Calculations ・ Quantities and Measurements ・ Geometrical figures ・ Mathematical Relations. Table 2 Junior Secondary / Junior high school Mathematics content Namibia Junior Secondary Mathematic content (8-9) ・ Numbers ・ Algebra ・ Money and finance ・ Measures and Mensuration ・ Geometry ・ Graphs and functions ・ Statistics and Probability. Japan and Namibia.. Japan Junior high Mathematic content (7-9) ・ Numbers and Algebraic expressions ・ Geometrical figures ・ Functions ・ Data Handling. go through a textbook authorization process, which is overseen by a Textbook Authorization. 3．3．Mathematics Textbooks. Council.7) Local governments then choose the. As the Ministries of Education in these. textbooks they want to use from the list of. two countries are responsible for formulating. MEXT accredited textbooks. The textbooks are. and piloting the curriculum, it is also their. revised every 4 years and there are also digital. responsibility to evaluate and assess the. textbooks for both the learners and the teacher.. textbooks from the different publishers to. With input from experienced teachers, Ministry. ensure they meet the curriculum requirements.. specialists prepare teacher guides for each. The textbooks should cover all competencies. subject.. stipulated in the curriculum documents and. In Namibia textbooks are provided by. should be planned and developed in line with. the government for public schools, with the. Ministry requirements. The Ministries then. textbooks for the private sector being developed. release the list of approved textbooks, from. by publishing houses in accordance with the. which local/regional boards of education select. NIED curriculum and syllabi. All textbooks. the textbooks to be used in the schools under. must be evaluated and approved by NIED’s. their jurisdictions. Therefore, the textbooks. curriculum panels. The approved textbooks are. used may differ from school to school within. listed in an official catalog that is sent to schools. each country. every year, from which the schools select. Textbooks in Japan are provided by the. the books they wish to order. The Namibian. government free of charge for both private and. textbook life span is at least 5 years, after. public schools every year. All textbooks must. which it is revised and updated. 10) There is. 116.

(8) Comparative Study of Mathematics Education in Namibia & Japan. also a textbook policy to facilitate the return of. and policymakers as well as Lesson Study. textbooks for use in the following year.. practitioners.24). As in Japan, Namibian textbooks have. The Japanese mathematics level was found. interesting features, pictures, diagrams,. to be far higher than in Namibia. Japan’s. problems, and solutions as well as connections. mathematics performances in the Programme. between the current and previous content.. for International Student Assessment surveys. Mathematics textbooks in Namibia have many. and the Trends in International Mathematics. exercises for each topic, projects, practical. and Science Study rank highly. The Southern. investigations, with summaries and tests at the. and Eastern Africa Consortium for Monitoring. end of each unit.. Educational Quality (SACMEQ) report IV found that: 1) of the 13 SACMEQ IV. 3．4．Mathematics Lessons. participating countries, Namibia was the third. Mathematics is prioritized in both. most improved country in mathematics and. countries and is taught every day. In Japan,. reading achievements; and 2) Namibian learners. the mathematics lessons are 45 minutes in. improved in reading and mathematics by more. elementary school and 50 minutes in junior high. than 40 points.18). school, and in Namibia, they are 40 minutes in all grades. Japanese mathematics lessons generally. 4．Conclusion. follow an instructional, learner centered,. There were significant differences found in. structured problem solving lesson approach to. the mathematics content in each grade in Japan. create interest in mathematics and to stimulate. and Namibia. With the assistance of education. creative mathematics activities in the classroom. specialists, university lectures, and education. 24). The lessons. experts, the Ministries responsible for education. usually start with students working individually. in both countries are responsible for formulating. on a problem using their own mathematics. and revising the curricula for all subjects. In. knowledge.. Japan, the national school education standards. through student collaboration. In Namibia, the lessons are teacher and. are prescribed in the Courses of Study issued. learner centered and use previously learned. by MEXT, and in Namibia, NIED university. knowledge to link to the new knowledge. The. lecturers, stake holders, and other entities are. learners are required to solve mathematics. consulted when revising the curriculum. 10). problems and relate them to the real world.. The textbooks to be used are then accredited. Daily and weekly lessons are follow an approved. and provided free by the Education Ministries.. format that varies from subject to subject and. However, lesson delivery is diverse. Japanese. from school to school. In both countries there. classrooms have IT technology to support. are three important lesson stages: introduction,. learning, while in Namibia, there are rarely. development, and conclusion. It is important. enough textbooks.. to note that the Japanese mathematics lessons characteristics involve collaboration between Japanese educators, researchers,. 117.

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