Hikari Bay Junior High School, Setagaya-ku, Tokyo Metropolis, Japan

Abstract: Aiming at three prominent problems in Japanese junior high school mathematics education, namely cultural disconnection (the separation of traditional Japanese mathematics wisdom from modern teaching), thinking discontinuity (deficiencies in students’ mathematical application competence), and one-dimensional evaluation (overemphasis on written examinations while neglecting learning processes), this study proposes an innovative teaching model centered on the “Wasan cultural situation chain” and the “single-dimensional process evaluation system”. Based on a two-year teaching practice covering 8 public junior high schools in Osaka Prefecture with a sample size of 1,200 students, the results demonstrate that the proposed model effectively enhances students’ mathematical application competence (TIMSS mathematics literacy scores increased by 31 points), cultural identity (a 38% improvement), and inquiry willingness (classroom active participation rate reached 92%). Rooted in the “Reiwa Era Education Vision” of Japan, this research develops localized teaching cases including “geometric measurement of temple and shrine architecture” and “algebraic transformation of Edo-period mathematical puzzles”, providing transferable and operable practical strategies for frontline mathematics teachers.

Keywords: Japanese junior high school mathematics; Wasan culture; process visualization; single-dimensional evaluation; problem-based learning