The open-approach teaching method, a problem-solving method, is described, with examples of situations and problems that are suitable for this approach. The teaching-learning process and educational implications are discussed. (MNS)

Describes two experiments that investigate how "buggy algorithms" in multi-digit subtraction are used. The first experiment tested third grade students (N=110) and repeated the test two years later. The second experiment tested students in grades 3-6 (N=301). Contains 21 references. (DDR)

NIER (National Institute of Educational Research, 2004) survey revealed that the most common attitude of Japanese high school students to mathematics is that "it is not useful in daily life but must be learnt for entrance examinations". It was also clarified that only 3.2 percent of mathematics teachers use computers in their classes.…

Quality circle training has been adapted from Japan, but United States training needs are very different. A survey of quality circle members indicated they perceived human relations skills to be significantly more important than problem-analysis skills. (CH)

A seven-step process can help people from different cultures understand each other's intentions and perceptions so they can work together harmoniously: problem identification, problem clarification, cultural exploration, organizational exploration, conflict resolution, impact assessment, and organizational integration. (JOW)

Aims to find the influence of overcoming fixation in mathematical problem-solving towards divergent thinking in open-ended mathematics problems. Presents findings from an investigation of Japanese junior high school students. Reports that students who can overcome fixation in mathematics can contribute varied and original ideas in open-ended…

The theme of the 38th meeting of the International Group for the Psychology of Mathematics Education (PME 38) and the 36th meeting of the North American Chapter of the Psychology of Mathematics Education (PME-NA 36) was "Mathematics Education at the Edge." Academically, the theme provides opportunities to highlight and examine…

This study investigated factors promoting the use of self-constructed diagrams by examining students' perceptions and daily class activities, and comparing Japanese (n = 291) and New Zealand (n = 323) students. Algebra word problems and a questionnaire were administered. The results revealed that the New Zealand students used diagrams more often…

In the Hypothesis-Experiment-Instruction (HEI) method students are presented with a problem with three or four answer alternatives, which leads them later to recognize the distribution of choices, discuss a variety of ideas among them, and integrate distributed pieces of information. This study examined the effects of presenting a problem with or…

Based in a stream of community-based health promotion activities rather than a fixed framework of hypothesis testing, the study described in this paper tried to solve the problem of the one-sided communication between Japanese health care providers and receivers by visualizing health-related feelings and concepts for both parties involved in the…

Describes the active role which regional Japanese laboratories are playing in specific fields of applied research such as: (1) pollution of the sea; (2) developing methods of coping with the exceptional variety of natural disasters; and (3) preparing for earthquake. (HM)

Based on a survey and case studies of workplaces in the U.S. and Japan, this article reviews and assesses the role of worker participation in tackling critical problems associated with energy and natural resources conservation. Certain wider implications for labor-management relations are also discussed. (Author/CT)

Discusses advantages and considerations in using open-ended problems in mathematics teaching and evaluation. Describes results of using open-ended problems in a sixth-grade class in Japan. (Author/MKR)

Comments on the articles presented in this issue devoted to the Japanese perspectives on conceptual change. Discusses the overall conveyed message: The human cognitive system is a thematically organized knowledge base with agentive causality as the main mechanism for explain phenomena and analogy as the main mechanism for promoting conceptual…

Comments on the articles presented in this issue devoted to the Japanese perspectives on conceptual change. Suggests that different approaches to knowledge acquisition and conceptual change should be carefully examined in light of their implications for the teaching of science. Discusses critically the issues advanced from the Japanese…