Presented is a brief overview of Japanese education followed by specific ideas about important considerations in the teaching of mathematics in elementary grades. Examples are given for teaching flexibility in mathematical thinking. (RH)

Discussed is the difference in the use of verbal explanation, identified by observations of mathematics teaching in first- and fifth-grade classrooms in Japan and the United States. The author suggests we reexamine the role of direct teaching and stress both concrete experiences and verbal explanations at the same time. (MNS)

Presents 3 examples for setting teacher's aims in Japanese and American mathematics classrooms. Provides 10 guidelines for teachers who would like to include more mathematical dialogue and encourage the expression of conceptual splatter in their classrooms. (YP)

Compares the practice of using drawings in story problems in Japan and the United States and includes recommendations for teachers in the United States. (Contains 14 references.) (MKR)

Discussed is the educational system in the nation of Japan with a special emphasis on elementary mathematics instruction. The amount of time spent on various subjects, observations in Japanese classrooms, Juku, and the use of technology are discussed. (CW)