Teaching is a Cultural Activity by James W. Stigler and James Hiebert, American Educator, Winter 1998, pg. 4 - 11

This article was a comparison and discussion of Japanese and American teaching styles. The authors viewed a videotape of classroom teaching conducted by Professor Stigler in conjunction with the Third International Mathematics and Science Study. It contends that that teaching in our society is a cultural activity. We have always believed as a society that schools are suppose to be a certain way. The thought was more than traditions, but the idea that we have a script for how a classroom should be. This script is what prevents us from real educational change. We believe that school should be a certain way. Any changes are minor and must fall in the norm category of what school should be like.

The study also found that most U.S. teachers want their students to learn a set of procedures for solving problems. Japanese teachers wanted their students to learn how to think about things in a new way when solving problems. Japanese teachers often present students with the most difficult problems first and have their students attempt to solve them in a cooperative group. They have the groups discuss possible methods of solving and solutions. The teachers rarely give in and help the students solve the problem.

This idea of problem solving was intriguing to me because I have a daily math problem for my students to solve when they come to class. Is usually related to what we are currently working on in Math. The students may work with a someone or on their own. I find that most of my students have trouble with terms and stumble as soon as something new appears. They ask for assistance after just a few minutes. I insist that they try a few strategies that we have used before, but, ultimately, I end up pointing them in the right direction. If they are left on their own too long, they quit.

After reading this article, I thought I would push harder to have them try solving the problem without my help. Now I have noticed that about half the class sits with a blank sheet until the class discussion and then they began to write an answer. Those students who have attempted to use some sort of a strategy seem to generate more ideas for discussion. I spend extra class time encouraging other possible methods for solutions. My goal is to motivate more and more students to give something a try. My concern is that some of my students will not rise to the challenge for whatever reason. If my goal is to expose all of my students to the notion of other ways of solving problems and not mastery of a procedure, then I have been successful. Its an

-- Anonymous, February 15, 1999

Answers

Good evening Cindy, I read the same article, and, in fact, also wrote a response to it. You have an interesting point in deciding to put more effort into making students figure it out on their own, I agree that this is a major problem for us. Perhaps, our "sound-byte" society is partially to blame. Students want an immediate answer to any query. I hope your administration will be supportive of the extra time involved in this approach. Good Luck!

-- Anonymous, February 22, 1999

Hello Cindy: Neat thoughts expressed in your commentary. From a cultural perspective we need to consider the issue of "situational diposability". If it doesn't directly affect me, I can ignore it. This is the perception I get from dealing with college freshmen. I think it may go way beyond the sound byte to a level of stoic ignorance. Am I too unforgiving? Best Wishes! John Hansen

-- Anonymous, March 20, 1999