How Japanese Kids Learn To Multiply

How Japanese Kids Learn To Multiply
magicalmaths.org

What I found greatest about the Japanese method of learning multiplication was actually the method for learning single-digit products. The Japanese use a system called "kuku" (translated, "9 by 9") which involves memorizing a rhythmic chant that goes through the entire multiplication table, with each product being concisely expressed in a few syllables. This is made possible by the various ways in which a number can be pronounced in Japanese.

I think the method is made necessary because to say the full products takes a lot of syllables in Japanese (e.g. 7x7=49 would be "nana kakeru nana wa yonjyuu-kyuu"). So perhaps it doesn't differ too much from the way you learn multiplication tables at an English-speaking school, but a cool method nonetheless.

Video here: http://www.youtube.com/watch?v=1hLyzXM53IE

[Edit: I have a pair of chips on my shoulder about this, one on my right shoulder and one on my left, as it were, and that's why I sort of blew up here. I really don't think I'm wrong re: the irritant, though. The SMSC referenced, for example, is Spiritual Moral Social Cultural (skills), and it is pretty much exactly as froufrou as you are guessing. You'll also note that every sentence in the post mentions "Japanese" and it's at the most rage-inducing Stuff White People Like level of surface-learning one could imagine, too.)

[Edit: Please up vote tokenadult's comment before this one, because while multiplication is taught by drill2kill here, that comment is better than mine re: math pedagogy generally.]

I put instructional methodologies to the test by teaching supplemental mathematics courses to elementary-age pupils willing to take on a prealgebra-level course at that age. My pupils' families come from multiple countries in Asia, Europe, Africa, and the Caribbean Islands. (Oh, families from all over the United States also enroll in my classes. See my user profile for more specifics.) Simply by benefit of a better-designed set of instructional materials (formerly English translations of Russian textbooks, with reference to the Singapore textbooks, and now the Prealgebra textbook from the Art of Problem Solving),

http://www.artofproblemsolving.com/Store/viewitem.php?item=p...

the pupils in my classes can make big jumps in mathematics level (as verified by various standardized tests they take in their schools of regular enrollment, and by their participation in the AMC mathematics tests) and gains in confidence and delight in solving unfamiliar problems. More schools in the United States could do this, if only they would. The experience of Singapore shows that a rethinking of the entire national education system is desirable for best results,

http://www.merga.net.au/documents/RP182006.pdf

but an immediate implementation of the best English-language textbooks, rarely used in United States schools, would be one helpful way to start improving mathematics instruction in the United States. There are accessible descriptions for teachers in the United States of the system in Singapore, for example, "Beyond Singapore's Mathematics Textbooks: Focused and Flexible Supports for Teaching and Learning" American Educator, Winter 2009-2010 pages 28-38.

http://www.aft.org/pdfs/americaneducator/winter2009/wang-ive...

A critique of United States schools by Alex Reinhart that was posted here on HN soon after it was published

http://www.refsmmat.com/articles/unreasonable-math.html

begins with the statement "In American schools, mathematics is taught as a dark art. Learn these sacred methods and you will become master of the ancient symbols. You must memorize the techniques to our satisfaction or your performance on the state standardized exams will be so poor that they will be forced to lower the passing grades." This implicitly mentions a key difference between United States schools and schools in countries with better performance: American teachers show a method and then expect students to repeat applying the method to very similar exercises, while teachers in high-performing countries show an open-ended problem first, and have the students grapple with how to solve it and what method would be useful in related but not identical problems. From The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom (1999):

"Readers who are parents will know that there are differences among American teachers; they might even have fought to move their child from one teacher's class into another teacher's class. Our point is that these differences, which appear so large within our culture, are dwarfed by the gap in general methods of teaching that exist across cultures. We are not talking about gaps in teachers' competence but about a gap in teaching methods." p. x

"When we watched a lesson from another country, we suddenly saw something different. Now we were struck by the similarity among the U.S. lessons and by how different they were from the other country's lesson. When we watched a Japanese lesson, for example, we noticed that the teacher presents a problem to the students without first demonstrating how to solve the problem. We realized that U.S. teachers almost never do this, and now we saw that a feature we hardly noticed before is perhaps one of the most important features of U.S. lessons--that the teacher almost always demonstrates a procedure for solving problems before assigning them to students. This is the value of cross-cultural comparisons. They allow us to detect the underlying commonalities that define particular systems of teaching, commonalities that otherwise hide in the background." p. 77

A great video on the differences in teaching approaches can be found at "What if Khan Academy was made in Japan?"

http://www.youtube.com/watch?v=CHoXRvGTtAQ

with actual video clips from the TIMSS study of classroom practices in various countries.