Journal of Mathematical Modelling and Application 2012, Vol. 1, No.

5, 50-58 ISSN: 2178-2423

50

The Problems of Mathematical Modelling Introduction on Mathematics Education in Japanese School

Tetsushi Kawasaki Sonoda Women's University tetsushi@sonoda-u.ac.jp Seiji Moriya Tamagawa University smoriya@edu.tamagawa.ac.jp Yasuyuki Okabe Kobe University okabe@godzilla.kobe-u.ac.jp Takanori Maesako Osaka University, Japan maesako@hus.osaka-u.ac.jp

Abstract A new course of study for lessons in mathematics will be given by high school mathematics departments in April, 2012. Phrases, such as "Learning Mathematics through Problems" and "Mathematical Activity", are described as teaching content for the first time ever. In the past, there have been few cases where mathematical modelling was practised in mathematics education in Japan. Thus, introducing it now may cause puzzled reactions from senior high school teachers. We present two practice examples about using mathematical modelling to aid function education in Japanese senior high schools. As preceding study for the coming curriculum change, two research examples about function education in Japanese senior high schools will be given to teachers as follows. The two models include content which is linked to university education. Such modelling practice is important for students who aim to become scientists and engineers and for students to become wise citizens. In addition, children need mathematical modelling training at early stages of their growth, such as during elementary school. But because university education and college students taking teacher-training courses have major difficulties in mathematics, proper human resources may be unable to be given to the field of school education. Keywords: teacher-training, function education, school mathematics 1. Introduction In the past course of study in Japan, there have been few cases where mathematical modelling was practised in mathematics education in Japan. These new ideas entail expressing real case scenarios through mathematical models with the use of an informational instrument such as a personal computer or a calculator. When we analyze a real event that needs mathematics, it is necessary for us to apply mathematics (Applied Problem) and it is necessary for us to think about the solution by understanding

Figure 1. Modelling cycle under a cognitive perspective (Borromeo Ferri, Blum, 2006).

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the meaning of the problem. We practice this, and it becomes necessary to look back at the results as in the modelling cycle process as in Fig. 1. In Japan, a figure (Fig. 2) which resembles this figure is drawn in the practical guide of the course of study.

Figure 2. The meaning about the mathematical activity in Japan

The phrases, (Commentary of the high school course of study, 2011):"Learning Mathematics through Problems" and "Mathematical Activity" and "Mathematical modelling", are beginning to be used in Japan, without a detailed understanding of their meanings. It seems that Fig. 2 was newly made so that confusion might not occur. However, the information is not so different from that provided by Fig. 1. They should be unified so that teachers do not become confused. When the model changes from simplicity to complexity, students will repeat this modelling. And, it is advisable that students do not think about this process on their own, because they cannot find the new model from their experiences alone. But, according to the traditional Japanese class style, because solving many problems as fast as possible in a given time limit and repetition drills may take a lot of time, students are continuously exposed to situations where they must consider solutions by themselves. If many teachers give high school students some tasks, teachers will not also intervene with students until they want to ask questions (Fig. 3). Ideally, after each student considers the problem, students had better discuss their solution with the teacher or their friends (Fig. 4). A minimum of support by the teachers is also necessary in moderation (cf. Blum & Lie, 2007).

Figure 3. Traditional Japanese learning style

Figure 4. Cooperative learning style

Mathematical modelling seems unsuitable in the traditional Japanese university entrance exam system. It is necessary to practice mathematical modelling effectively while considering traditional educational customs. To improve such class situations, new teaching materials need to be developed and evaluated in a teaching experiment. 2. Mathematical development model - to aim at the content linked to university education New mathematical content increases the level of mathematical modelling in high school and is poured on thick and fast. The starring role of such modelling will be function education. The mathematical modelling given in high school mathematics should be introduced together with and reinforce the new content. Furthermore, it is more desirable for educational content to link to university education, because Japanese high school education aims to prepare students for university entrance examinations. When an actual model describes a scene and a real case or situation, we call it an Elementary Model" (Fig. 5). A model described by using mathematics that students have studied is called a "Pre-

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Tetsushi Kawasaki, Seiji Moriya, Yasuyuki Okabe,Takanori Maesako

model". Because it becomes a part of a development model, it is unsatisfactory as a final model. Any model which guides students to new mathematical concepts is called a "Mathematical development model". These models provide the basis for introductory teaching materials of a new mathematics unit where high school students develop an image of modelling (Fig. 5).

Figure 5. The development of modelling image (cf. Kawasaki, 2011)

2.1. Product of study - case 1: the differential equation The proof of the elliptical orbit of the planet should be recommended as mathematics material with physical viewpoints, because the essence of modern science is strongly connected to Keplerian and Newtonian science. The elementary model (Fig. 6) is not enough for students' knowledge to mature, but it is a good result as a model. The teacher must prepare a pre-model as a new model, and it is also necessary for the teacher to give students new mathematical content at this time.

Figure 6. Drawing Mercurys orbit using tangential lines: an elementary model (cf Kawasaki, 2007)

The new model is also a means to lead to a new mathematics unit. It is necessary to introduce the differential equation. The pre-model is given using the analysis method of numerical values by computer programming. The students will be able to have full realization of Kepler's Laws and Newton's Law by drawing the solution curve using Euler's method. High school students were able to smoothly make the mathematical development model using a supplied worksheet and computer programming, such as Fig. 7. In addition, this mathematical development model shows the polar equation of ellipse is r =
l (l > 0> 0) . Students confirmed whether this solution accorded ,e 1 e cos

with the drawing of the solution curve.

Figure. 7 Planetary motion (cf. Kawasaki, 2007)

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2.2. Product of study - case 2; partial differential and multiple integral (cf. Kawasaki, 2009) This problem becomes an integral function of two variables. According to a common rule of home delivery packaging, the cost is decided depending on the total length, breadth and height of a box in which the goods are to be packed (Table 1). The following conditions were set. "You select a size 60 box. To send as many goods as possible, what box shape must be prepared?" Many students will easily make the mathematical expression ( V = xyz , x + y + z = 60 , 0 < x, y , z < 60 ), and they will notice that it is a function of two variables ( V = xy ( 60 x y ) ). First of all, a spreadsheet was prepared. High school students narrowed the range of x and y so that the maximum value of volume can come into focus.
Table 1. List of charges (cf. post office, 2011)

Focus

Zoom

Figure 8. The genealogical approach to an elementary model

The students also made a three dimensional model to visualize the changes that occur around the maximum value. This maximum value is an approximate one calculated by the computer, "an elemental model", and it may not be a proper numerical value.

Figure 9. Mathematical development model with a partial differential; the student's sheet.

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Tetsushi Kawasaki, Seiji Moriya, Yasuyuki Okabe,Takanori Maesako

By introducing new mathematical content, "partial differential", this modelling has improved accuracy and more closely represents reality. Consequently the model solved by this method shall be deemed a mathematical development model (Fig. 9). The students' next theme is "Solve the volume of the solid". Introductory teaching materials of multiple integrals, such as the three-dimensional model of , is easy to use in classes. First of all, a spreadsheet was prepared. If interval width is subdivided with the quadrature by parts method, the approximate value of the model's volume can be found (Fig. 10(a)). And, when they integrate by x and y, the exchange of order of integration is realized (Fig. 10(b)). This shall be deemed an elemental model for multiple integrals.

Figure 10a. Quadrature by parts

Figure 10b. The exchange of order of integration by x and y

Next, the students could determine the volume of the solid from different directions with multiple integral. These shall be deemed mathematical development models on multiple integral.The volume which are discovered with three different methods are equal (Fig. 11).

V =

( 2 x + y )dxdy

V =

4 4

0 0

(2x + y )dydx

4 8 12 1 z2 2 V = 16 dz + (20 2 z )dz + ( z 12) dz 0 4 8 4 4

Figure 11. z = 2 x + y : The volume of the solid with three different methods

3. Consideration and problems available from these studies Students' evaluations on these studies were very high. And their impressions were also favorable (cf. Kawasaki, 2011). But these studies were intended for students who aim to become scientists and engineers or motivated students who wish to become wise citizens. The teacher who practiced these lessons is the first author. The reason why students study mathematics is "to notice its (mathematics) necessity and to learn the thought (proper mathematical reasoning)" (cf. Stephens & Yanagimoto, 2001). Would many mathematics teachers in Japan be able to understand that the solution of problems by mathematical modelling is necessary to achieve these two purposes? Would many mathematics teachers in Japan be able to improve the teaching ability of teachers? The school system in Japan does not permit mathematics teachers to teach other subjects such as physics or information processing. Also, educational materials beyond the guidelines are not test requirements for university entrance examinations. Given the circumstances, teachers are presently unable to further develop teaching materials. So teachers will depend on the textbook. In addition, students should need mathematical modelling as much as possible at early stages of their growth (cf. Blum & Lie, 2007). The proper age to treat mathematical modelling such as

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presented above is too late at the high school level. It is necessary to begin such education from higher-grades during elementary school. So teacher training and education for college students taking elementary school teacher training courses is becoming very important. 4. Future visions -students' reality of the situation on elementary school teacher training courses in Japan Almost no school teachers have experience of mathematical modelling. Many textbooks have never clearly expressed the idea of mathematical modeling in writing. Probably, university students in teacher training courses will not have learned mathematical modelling at their high school. They must be educated and they should practice mathematical modeling when they become primary teachers. For that purpose, they have to have a certain level of math achievement. In addition, if they do not pass a certificate examination for teachers, they can not become teachers. The current acceptance criterion is a tenth grade student's academic ability level. And even if the result of a mathematics test is bad, it sometimes happens that they can pass examinations well, owing to high scores in other subjects. Therefore, it is a cause of trouble to some students who do not earnestly learn mathematics.

Figure 12. Calculation skill test (cf. Tominaga, 2011)

Graphic 1. The result of calculation skill test

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Tetsushi Kawasaki, Seiji Moriya, Yasuyuki Okabe,Takanori Maesako

To this end, student's academic ability was investigated. If the elementary school teachers are going to practice mathematical modeling in their classes, teachers have to have a certain level of math achievement when they were at universities. They are two kinds of tests, a calculation skill test (Fig. 12) and a mathematical skill test (Fig. 13). These tests are intended for national universities' students (Ko.U and Ky.U.E) and private universities' students (S. U and T. U). They are university sophomores belonging to a teacher training course. These tests were carried out in October, 2011.

Figure13. Mathematical skill test (cf. Tominaga, 2011)

Graphic 2. The result of mathematical skill test

It is clear that private universities' student's academic ability is very low. It is improbable for students to be adopted as primary teachers with low academic ability. When teachers will teach arithmetic lessons at an elementary school, they will need to understand the mathematical system. Otherwise, students-learning is not effectively improved. If the teachers practice mathematical modelling, the teachers and their students will get confused because they cannot make models with mathematics.

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We cannot recognize mathematical activity without mathematics as mathematical modelling. It is uncertain and worrisome whether the number of teachers who cannot teach mathematics will continue to increase at elementary schools. 5. Conclusion In order to practice mathematical modelling, it is necessary to be careful of the following viewpoints (cf. Kikuchi, 2005). 1) The framework of systematic mathematics is necessary in modelling. 2) The purpose, what kind of mathematical recognition should be given to students, should be clear. 3) It is important to boost the academic ability of students. Supposing neither teachers nor students have high mathematical academic ability, it seems that it is more desirable for mathematical modelling in present Japan to treat "Opened process, closed end". Mathematical modelling intended for high school students who aim to become scientists and engineers is certainly important, but the importance of mathematical modelling for university students who aim at becoming teachers will be also increasing in universities. University students must recognize the importance of mathematical academic ability through mathematical modelling. Such teaching materials should be developed in university education. University education that advances the cultivation of these human resources should fuse into school education. References Ministry of Education, Culture, Sports, Science and Technology. (2009). Koutougakko Gakusyuu Shidou Yoryou (pp. 53-63). Tokyo: Ministry of Education, Culture, Sports, Science and Technology. Borromeo Ferri, R. (2006). Theoretical and empirical differentiations of phases in the modelling process. ZDM, 38(2), 86-95. Ministry of Education, Culture, Sports, Science and Technology. (2011). Koutougakko Gakusyuu Shidou Yoryou Kaisetsu Sugaku Hen (pp. 67-68). Tokyo: Ministry of Education, Culture, Sports, Science and Technology. Blum, W., & Lei, D. (2007). How do students and teachers deal with modelling problems? In C. Haines, P. Galbraith, W. Blum, & S. Khan (Eds.), Mathematical modelling (ICTMA12) (pp. 222-231). Chichester, UK: Horwood. Kawasaki, T., & Moriya, S. (2011). Using Modelling Experiences to Develop Japanese Senior High School Students' Awareness of the Interrelations between Mathematics and Science, Trends in the teaching and learning of mathematical modelling ICTMA14 (pp. 603-615). New York, Springer. Kawasaki, T. (2007). The development of teaching materials connected with Newton science in the senior high school. Proceedings of the Exchange of Mathematics Studies beiween Japan and China (pp. 96-100). Osaka: HANKAI. Kawasaki, T. (2011). A Study of the Effectiveness of Mathematical Modelling of Home Delivery Packaging on Year 12 Students' Function Education, 15thInternational Conference on the Teaching of Mathematical Modelling and Applications. Melbourne, Australian Catholic University. Stephens, M., & Yanagimoto, A. (2001). Sugaku no ouyo no atsukai. Sogogakusyu ni ikiru sugaku kyoiku (pp. 27-28). Tokyo: Meiji Tosyo Syuppan.

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Kikuchi, O. (2005). Syogako sansu ni okeru kagakuteki sugaku kyoiku saihen no tameni, Japan Journal of Mathematics Education and Realated Fields Vol.46/No.1 2 (pp. 23-24). Tokyo. Mathematics Education Society of Japan. Kawasaki, T. (2009). Henbibun jyusekibun no aratana kyouzai kaihatsu sono 2. Sugaku kyoiku gakkai syuki reikai happyou ronbun syu (pp. 164-166). Tokyo. Mathematics Education Society of Japan. Tominaga, J., & Senuma, H. (2010). Kyoiku gakubu ni okeru sugaku kisoryoku ikusei no kokoromi, Dai 43 kai sugaku kyoiku ronbun hapyokai ronbun syu (pp. 397-402). Tokyo. Japan Society of Mathematical Education. Kaiser, G. (1995). Realittsbezge im Mathematikunterricht Ein berblick ber die aktuelle und historische Diskussion. In Graumann, G. et al. (Eds.) Materialien fr einen realittsbezogenen Mathematikunterricht, (pp. 66 84), Bad Salzdetfurth: Franzbecker.