#Multiplication tables how to
Indeed, Japanese students learn how to extend the multiplication table after they have been introduced to the meaning of multiplication in the same grade. In accordance with this principle, learning how to learn in itself becomes the content of teaching. The Japanese educational principle in mathematics (MEXT, 2008 Shimizu, 1984) is to develop students who learn mathematics by and for themselves based on what they have already learned. 1 of this book first and provide some necessary information on the manner of teaching. 1, the aims are described by the three pillars: human character formation for mathematical values and attitudes, mathematical thinking and ideas, and mathematical knowledge and skills.įor explaining the Japanese content of teaching, we have to revisit Chap. 1 of this book as “learning how to learn” and “developing students who learn mathematics by and for themselves in relation to mathematical values, attitudes, ways of thinking, and ideas.” This chapter describes these four reasons in this order to illustrate the Japanese meaning of teaching content by explaining how the multiplication table and its properties are taught under the aims of mathematics education. The second and the fourth reasons are discussed in Chap.
The fourth reason is to develop the sense of wonder with appreciation of its reasonableness. The third reason is that memorizing the table itself has been recognized as a cultural practice. The second reason is that Japanese teachers plan the teaching sequence to teach the multiplication table as an opportunity to teach learning how to learn. The first reason is that it is possible to teach. Why do the Japanese traditionally introduce multiplication up to the multiplication table in the second grade? There are four possible reasons. 1, these were described by the three pillars: human character formation for mathematical values and attitudes, mathematical thinking and ideas, and mathematical knowledge and skills.
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