and

Learn how Japanese teachers develop deep mathematical understanding – for both

themselves and their students!

The Most Widely UsedMathematics Textbook

Series in Japan is Now in English!

Introducing Tokyo Shoseki’s

Mathematics International (Elementary School, Grades 1 to 6)

Mathematics International (Lower Secondary School, Grades 7 to 9)

A peek inside Tokyo Shoseki’sMathematics International, Grades 1 to 6

Grade

6

Representational models are used to help students understand the structure of the problem and to enable them to construct mathematical equations for solving problems.

New mathematics concepts are introduced in the context of story problems.Students are encouraged to solve problems, present and explain their ideas, understand different solution strategies, and identify and generate key mathematical ideas.TTPS develops students’ mathematical dispositions, habits and practices while they learn new content.

Designed to promote Teaching Through Problem Solving (TTPS).

Grade

2

Point

1

Different solution methods help students understand multiple ways to solve problems while presenting opportunities for them to discuss their ideas.

Algorithms are introduced with diagrams and pictures to help students understand the calculation process conceptually.

The characters provide helpful hints and highlight important points students need to notice.

Grade

5

Grade

4

Point

PointPoint

2

The characters provide helpful hints and highlight important points students need to notice.

Students are pushed to apply prior learning to the new problem.New idea: represent a relationship among quantities using 2 variablesStudents recognize the simplicity of using 2 variables to represent a relationship.Later, students will learn how to solve systems of equations.

Grade

8

A peek inside Tokyo Shoseki’s Mathematics International, Grades 7 to 9

New mathematics concepts are introduced in the context of story problems.Students are encouraged to solve problems, present and explain their ideas, understand different solution strategies, and identify and generate key mathematical ideas.TTPS develops students’ mathematical dispositions, habits and practices while they learn new content.

Designed to promote Teaching Through Problem Solving (TTPS).

Point

3

Students have learned to draw geometric figures using graph paper, set-squares, protractors, and compasses in the elementary grades. In grades 7 to 9, students learn formal geometric construction. Constructions heighten students’ interest in geometric figures, build their intuition, and help students think about figures more deeply. Constructions also facilitate students’ mathematical thinking and logical reasoning—the bases of formal reasoning and proof.

Through mathematical activities, students practice mathematical reasoning and develop formulas with understanding.

Students learn proof in order to develop their mathematical and logical thinking.

Grade

7

Grade

7

Grade

8

PointPoint

Point

4

Exemplary solutions are often shown in notebook page format so the students can learn how to express their solutions in their notebook.

Grade

9

Point

Grade

4

Students learn to record their own thinking, their friends’ thinking, and the mathematical ideas they learned in their notebooks. Students also learn to write their own reflection of their learning. Notebooks are utilized for their future learning.

Point

Other Feature of Mathematics International

Grade

7

A detailed guide helps students improve their note-taking, which improves their communication skills.

5

Grade

Grade

Grade

Grade

Grade

Grade

Grade

Grade

Grade

Table of Contents

1 Making Groups and Numbers

2 Ordinal Numbers

3 Two Numbers Together

4 Addition Together and Adding More

5 What Is Left and What Is Difference?

6 Numbers Greater Than 10

7 Time — hour and half-hour

8 How Many Flowers Are in Bloom?

9 Which One Is Longer?

10 Calculation of Three Numbers

11 Which One Has More?

12 Addition

13 Playing with Shapes

14 Subtraction

15 Which One Takes Up More Space?

16 Numbers Greater Than 20

17 Time — hours and minutes

18 Let’s Use Diagram

19 Making Shapes

1 Structure of Large Numbers

2 Size of Angles

3 Division Algorithm (1) — 1-digit Divisors

4 Perpendicular / Parallel Lines and Quadrilaterals

5 Broken Line Graphs

6 Abacus

7 Structure of Decimal Numbers

8 Division Algorithm (2) — 2-Digit Divisors

9 How to Organize Data

10 Properties of Operations

11 How to Measure and Express Area

12 Fractions

13 Investigating Changes

14 Approximate Numbers

15 Multiplication and Division of Decimal Numbers

16 Cubes and Cuboics

1 Positive and Negative Numbers

2 Letters in Algebraic Expressions

3 Equations

4 Direct and Inverse Proportions

5 Plane Figures

6 Spatial Figures

7 Variation in Data and Representative Values

1 Calculations with Algebraic Expressions

2 Systems of Equations

3 Linear Functions

4 Parallelism and Congruence

5 Triangles and Quadrilaterals

6 Probability

1 Whole Numbers and Decimal Numbers

2 Volume of Cubes and Cuboids

3 Multiplication of Decimal Numbers

4 Division of Decimal Numbers

5 Congruent Shapes

6 Even and Odd Numbers, Multiplies and Factors

7 Per Unit Quantity

8 Fractions and Decimal Numbers

9 Angles of Geometric Figures

10 Addition and Subtraction of Fractions

11 Area of Quadrilaterals

12 Percentage and Graphs

13 Regular Polygons and Length Around Circles

14 Multiplication and Division of Fractions

15 Prisms and Cylinders

1 Area of Circles

2 Letters and Math Sentences

3 Multiplication of Fractions

4 Division of Fractions

5 Symmetric Figures

6 Ratios and Values of Ratios

7 Enlarged and Reduced Drawings

8 Speed

9 Volume of Prisms and Cylinders

10 Approximate Area

11 Direct and Inverse Proportional Relationships

12 How to Analyze Data

13 Number of Cases

14 The System of Units of Measurement

1 Multiplication

2 How to Find Time and Elapsed Time

3 Division

4 Circles and Spheres

5 Addition and Subtraction Algorithms

6 Mental Calculation

7 Division with Remainders

8 Structure of Large Numbers

9 Multiplication Algorithm (1)

10 Division with Large Numbers

11 How to Measure the Length of Long Objects

12 Decimal Numbers

13 Triangles

14 Fractions

15 Math Sentence Using□

16 Multiplication Algorithm (2)

17 Bar Graphs and Tables

18 Measurement Units of Weight and How to Measure

19 Abacus

1 Tables and Graphs

2 Time and Elapsed Time

3 Addition Algorithm

4 Subtraction Algorithm

5 Units of Length

6 3-Digit Numbers

7 Units of Capacity of Water

8 Better Ways to Calculate

9 Addition and Subtraction Algorithms

10 Triangles and Quadrilaterals

11 Fractions

12 Multiplication (1)

13 Multiplication (2)

14 4-Digit Numbers

15 Units of Length of Long Objects

16 Addition and Subtraction

17 Shapes of Boxes

1 Polynomials

2 Square Roots

3 Quadraic Equations

4 The Function y = ax2

5 Similar Geometric Figures

6 The Pythagorean Theorem

7 Circles

8 Sampling

9

6

3

8

5

2

7

4

1

6

The high performance of Japanese students in international mathematics assessments has been highlighted by the Trends in International Mathematics and Science Study (TIMSS) in 1995, 1999, 2003, 2011,

Explanations for their high performance have included student-centered, problem solving lessons, a focused and rigorous curriculum and textbooks, and teacher content knowledge, which have prompted some researchers to recommend the development of focused and coherent curricula for improving teachers’ content and pedagogical knowledge and student learning in the U.S.

Now, teachers outside of Japan can finally see for themselves how Japanese teachers develop dynamic lessons and deep mathematical understanding with the English publication of the most widely used textbook in Japan, Tokyo Shoseki’s Mathematics International (elementary school grades 1 to 6 and lower secondary grades 7 to 9)!

“The books are a tremendous resource for teachers, no matter what curriculum you use, to enhance mathematical and pedagogical understanding. They provide U.S.

mathematics Lesson Study communities with the same resources Japanese teachers have used for many years.”

-Bill Jackson, Mathematics Staff Developer, Franklin Lakes Public Schools

Information of DistributorTokyo Shoseki’s information

They are must-have resources for:

These textbooks:

teacher and Lesson Study groups

professional developers

supervisors, coaches, and facilitators

researchers and curriculum developers

teacher educators and pre-service teachers

after-school and enrichment providers

home schoolers

Were written by Japanese mathematics educators, mathematicians, and accomplished

Lesson Study practitioners

Introduce a limited number of topics each year

Go beyond procedural to conceptual understanding

Help teachers and students understand how lessons develop concepts within and across

grade levels

Are an invaluable resource of high-quality mathematical content and pedagogy, especially

when studied as an entire set (grades 1 to 6 or grades 1 to 9)

What research says:

“American students and teachers are greatly disadvantaged by our country’s lack of a common, coherent curriculum and the texts,

materials and training that match it.”

-Schmidt, W.H., Houang, R.T., and Cogan, L.S. (2002)

A coherent curriculum: A case of mathematics, American Educator

(http://www.aft.org/pubs-reports/american_educator/summer2002/index.html)

TOKYO SHOSEKI