Localized Practice and Innovation of Digital Teaching in Japanese Primary School Mathematics

Yoshinaga Tanaka 【Japan】

Abstract

This paper, based on the core goals of “thinking training” and “problem-solving” in Japanese primary school mathematics education, proposes a “-and-paper digital integration” teaching model. Through a three-year teaching practice verification, the model, by using basic technologies such as QR codes, projection interaction, and easy collection, achieves dynamic homework marking, learning path visualization, and differentiated teaching optimization without increasing the burden of equipment. The research covered 12 classes in three primary schools in Os City, and the data show that the efficiency of solving problems has increased by 23%, and the willingness to self-explore has increased by 37%, the supporting value of basic digital technology for the implementation of Japanese educational concepts.

Keywords: Primary School Mathematics; Digital Teaching; Pen-and-Paper Integration; Differentiated; Learning Visualization

1、Introduction: The Appeal of Localizing Digital Teaching in Japan

The Japanese Ministry of Education, Culture, Sports, Science and Technology’s “idelines for Information Technology in Education” emphasizes “Technology serving the essence of education.” As a front-line teacher, the author has found two major dilemmas at present:Technical Disconnection: High-end equipment such as VR/smart systems deviates from the main theme of “thinking training” and increases the burden of school operation and maintenance. For example, although the VR historical scene experience system introduced by some schools provides immersive visual effects, students passively accept information in a virtual environment, lacking active exploration and critical thinking about logical relationship of historical events, which weakens the in-depth discussion between teachers and students around core issues in traditional classrooms; At the same time, the purchase cost of these equipment high, and daily maintenance requires professional technical personnel support, which forms a considerable economic and management pressure for many budget-limited primary and secondary schools.

Traditional Discontinuity:-reliance on electronic screens weakens the advantage of Japan’s “pen-and-paper training”. The Japanese educational system has always attached great importance to cultivating’ logical thinking, concentration, and calculation accuracy through a large number of pen-and-paper exercises, which is one of the important reasons for the remarkable effect of its mathematics education However, in some current classrooms, teachers frequently use electronic whiteboards for demonstration in pursuit of multimedia display effects, and students complete learning tasks more by watching the screen, resulting in a in handwriting practice opportunities. Studies have shown that the handwriting process can activate more areas of the brain and promote the in-depth encoding and memory of knowledge, and over-iance on electronic screens may lead to weak links in students’ digital writing fluency and mathematical symbol understanding, thus affecting the comprehensive development of their mathematical core literacy.

In response to this, this paper proposes a lightweight and integrated digital path— embedding basic technology into paper teaching and blackboard system, and building a "low-invasive, high-feedback" teaching model (Fig. 1). Specifically, the low-cost QR code technology be utilized to set up QR codes next to traditional paper exercise books, textbooks, or blackboards, so that students can obtain targeted micro-course explanations, extended reading materials, or practice feedback by scanning the codes; at the same time, a simple interactive answer pad is developed to enable students to quickly submit answers through handheld devices, allowing teachers to grasp the learning of the whole class in real time and adjust teaching strategies promptly. This model retains the tactile experience of paper teaching aids and the intuitiveness of blackboards, and also improves the efficiency and accuracy of teaching feedback through digital means, truly achieving the deep integration of technology and education, and meeting the localization needs of Japan's educational informatization development.The framework of the paper and pen digital integration model.

Traditional teaching aids layer

 ─┬─ Paper-based homework QR code → Real-time marking system

├─ teaching aids projection interaction → Dynamic demonstration system

└─ Handwritten notes scanning and archiving → Learning situation tracking system

2. Innovative practice: Classroom conversion of three technologies

(I) Dynamic homework system: QR code empowering paper exercises

Technical principle

Students can obtain electronic question bank resources that match the current learning content, including different levels of questions such as basic consolidation questions and extended promotion questions, by scanning the exclusive QR code on the homework paper. After completing the paper answer, the students submit the homework to the smart scanner in the classroom, and the system automatically marks it according to the preset standard answer (not based on artificial intelligence image recognition technology, but using precise answer matching), quickly generates marking results and feedbacks to the students. The system supports immediate statistics of the overall answer situation of the class and the distribution of individual wrong questions, and provides support for teachers' teaching.

Innovative application

Hierarchical feedback mechanism: The system automatically analyzes the causes of the mistakes that students make in paper homework, generates a dedicated consolidation practice QR code for each wrong question. For example, for students who make mistakes in fraction calculation, the system will push new questions designed with life situations such asdividing cake" and "distributing fruits" to help students understand the logic of fraction operation in specific situations; for students who make mistakes in geometric figure recognition, a dedicated practice containing multiple types of geometric feature comparison is generated to strengthen their spatial cognitive ability. Family linkage: Parents can scan the feedback QR code on the student's homework paper through their phones to view the detailed problem-solving process video recorded by the teacher, including pen calculation step demonstration, error point tips, and similar problem solving ideas explanation, to achieve-school collaborative education, and let parents more intuitively understand the learning situation of their children and the teaching methods of teachers.

Case

In the teaching of the "fraction comparison" unit in the fifth grade of elementary school, teacher assigned a paper-based homework that included the comparison of fractions with the same denominator, fractions with the same numerator, and fractions with different denominators. After 32 completed the answers, they submitted their homework through the classroom scanner, and the dynamic homework system completed all the grading within 5 minutes and immediately generated a report categorizing the errors into types: confusion in comparing the size of fractions with the same denominator, unclear rules for comparing the size of fractions with the same numerator, errors in the common denominator of fractions different denominators, incomplete reduction leading to comparison errors, and errors caused by unclear understanding of the problem. Based on the error classification results, the teacher divided the students into five targeted for targeted explanations and exercises. Compared with the traditional unified comment mode, the teacher's targeted grouping and explanation efficiency increased by 40%, and the students' mastery accuracy the knowledge points of fraction comparison increased from the original 65% to 89%.

(II) Digital Demonstration System for Physical Teaching Aids

Teaching Transformation:

Fine transformation was made on traditional geometric models by pasting high-reflection performance markers on the key geometric feature points, vertices, and edges of the models ensure that they could be clearly captured by the camera under different lighting conditions. The cost of modifying a single model was controlled within 200 yen, achieving low-cost and transformation. Ordinary projectors and high-definition cameras work together. The camera captures the movement trajectory, posture changes, and position information of the physical teaching aids with reflective markersed on them in the three-dimensional space in real time, and the projector projects the captured dynamic data onto the teaching screen or specific projection surface in real time, forming an intuitive demonstration effect. Abstract geometric concepts and motion laws are presented through the dynamic changes of physical teaching aids, effectively enhancing the interactivity and intuitiveness of teaching.

Teaching Ad:

  A[Physical Operation] --> B[Trajectory Projection]

  B --> C[Dynamic Graph Generation]

   --> D[Perimeter/Area Formula Deduction]

For example, if students drag the three vertices of a triangle with a mouse or touch screen, the will capture the trajectory of the moving vertices in real time and project the trajectory data into the coordinate system. At the same time, it will dynamically generate a triangle graph that changes synchron with the position of the vertices. During the process of graph change, the system will calculate and display the angle value of each interior angle of the triangle and the length value of the sides in real time. Students can directly verify the geometric theorem that "the sum of the interior angles of a triangle is always 180 degrees" by observing that the sum the angle values always remains 180 degrees. In addition, while verifying the constancy of the interior angles, the system will also synchronously demonstrate the process of change in perimeter (the sum of the lengths of the three sides) and area (calculated in real time according to the base and height) of the triangle, helping students to master the application and deduction logic of the perimeter and area formulas on the basis of understanding the geometric properties, and achieving a natural transition from specific operations to abstract concepts.

(III) Learning Progress Note System

Implementation Process:

In the classroom, students record key points by handwriting, the rustling sound of the pen tip across the paper intertwines with the teacher's explanation. Notes not only contain formula derivations and example problem calculations but are also interspers with fluorescent pen markings and in-class thinking annotations of different colors. After class, students scan these notes that bear the traces of learning, and clear images are stored in the systems cloud, forming a personal exclusive note archive library. After logging in to the system, teachers carefully review each scanned note, marking key thinking highlights (✭) with a special marking, such as the unique problem-solving approach when students solve complex application problems, profound questioning or ingenious associations of knowledge points, and each marked highlight sparkles with unique sparks. The system then automatically integrates these markings and note content to generate a personal knowledge graph, where nodes clearly show the correlation between knowledge points, and the thickness of the lines reflects the mastery level, intuitively presenting the students' knowledge structure and weak links.

Data Application:

Based on the text content of the scanned notes, the system uses natural processing technology for in-depth analysis and keyword frequency statistics. For example, during the learning stage of the concept of fractions, the system accurately captures the number of times, the position and the context in which core terms such as "parts," "whole," "numerator," and "denominator" appear. Through multi-dimensional of these data, teachers can accurately diagnose the students' understanding of the concept of fractions: if the associated expressions of "parts" and "whole" are frequent and accurate, indicates that students have established a preliminary understanding of the meaning of fractions; if the number of times related terms appear is small or the collocation is chaotic, it indicates that targeted strengthening the teaching of the essence of fractions is needed. This kind of data analysis based on real learning traces makes the teaching diagnosis more objective and meticulous, and provides scientific basis forized guidance.

3. Empirical Effect: Osaka City Teaching Experiment Analysis

(I) Data Comparison (2023-2025 School Year:

(II) Typical Class Case: Digital Reconstruction of "Calculating the Volume of aylinder"

Traditional Pain Points:

Students find it difficult to imagine the process of rotating the base to form a cylinder, lacking intuitive cognition of the intrinsic connection the shape of the base and the volume formula for different types of cylinders such as cylinders and prisms, resulting in a logical gap when deducing the volume formula, and even afterizing the formula, they still cannot flexibly apply it to solve practical problems, with the concept understanding compliance rate at only 64%.

Digital Intervention:

Te guide students to use different shapes of paper (e.g., circles, squares, rectangles) to roll into models of cylinders, cubes, and rectangular prisms, etc, and initially perceive the composition of cylinders through physical operation; then, using the digital teaching platform, the cylinder models made by students are scanned to generate two-dimensional projection images of cross-section of the base; students can drag the control points of the projection image on the platform to change the shape of the base in real time (e.g., a circle to an ellipse, from a square to a rectangle), and the system synchronously displays the changes in the radius/side length of the base and the height parameters and dynamically demonstrates the volume calculation process, updating the corresponding relationship and calculation results of each variable in the volume formula (such as V=πr²h, V=Sh) real time, so that students can directly observe the influence law of the base area change on the volume.

Effect:

By using digital means to transform abstract geometric transformations into dynamic operations, it effectively breaks through the limitations of students' spatial imagination, helps them establish a quantitative connection between the shape of the base, height and volume, and the compliance rate concept understanding has significantly increased from 64% to 92%. In the subsequent application problem solving, students can more accurately select the formula and calculate it, and their in learning and initiative in exploration have also been significantly enhanced.

4. Discussion: The Innovative Value of Localized Digital Teaching

Fits with Educational Philosophy

Continuing Japans "Physical Operation → Abstract Thinking" teaching chain3, technology only reinforces the "Process Visualization" link. For example, in the teaching of mathematical geometry, students understand the nature of the figure through the assembly of physical models, and then use digital tools to dynamically present the assembly process, transforming abstract spatial relations into observable visual trajectories, which only conforms to the concept of traditional Japanese education that emphasizes the combination of hands-on practice and logical reasoning, but also breaks through the limitations of static demonstrations in traditional teaching through means, allowing students'thinking activities to be clearly recorded and traced, further deepening the understanding of the essence of knowledge.

Cost Controllability

Personal device investment <5,000 yen (mainly existing projectors/scanners)9, specifically, schools do not need to equip each student with a high-performance personal computer or teaching terminal, but make full use of the projectors in the classroom for group display, combined with portable scanners to quickly convert students' paper homework, hand-drawn sketches into images, and upload them to a shared platform for teachers and students to view and annotate together. This model not only greatly reduces hardware purchase and maintenance costs, but also avoids problem of uneven distribution of teaching resources caused by device differences, ensuring the popularization feasibility of digital teaching in all kinds of schools, especially in areas where educational resources are relatively limited

Cultural adaptability

While preserving the traditional practice of handwritten notes, it also meets the needs of digital. In Chinese language and writing teaching, students can still conceive and write drafts on notebooks as a habit, and teachers can import students' handwritten compositions into online evaluation systems by them with a scanner, using digital tools for multi-dimensional evaluation such as identifying typos, analyzing paragraph structure, and recognizing emotional tendencies. This not only respects the long-formed habits and emotional connection of Japanese students to handwriting but also achieves the efficient and data-driven evaluation process, organically integrating traditional teaching methods with modern evaluation technology, avoiding the culturalconnection and fragmentation of learning experience that may arise from complete digital writing.

Teacher's practice suggestion:

Phase 1: Start with "QR code homework" to a digital resource library

Teachers can design QR code homework that includes resources such as knowledge point explanations, extended reading materials, micro-lesson videos, interactive exercises, etc. can access relevant learning resources by scanning the QR code, and after completing the homework, they can upload photos of the answers to the designated platform or submit them through online forms. In process, teachers need to systematically collect and organize various digital resources, such as categorizing and storing different levels of exercises, typical example problem solutions, subject-related interesting animations, virtual links, etc., into a digital resource library, and manage them with tags according to knowledge points, grades, semesters, etc., to facilitate quick retrieval and updates in teaching, and gradually build a personalized digital teaching resource system.

Phase 2: Transform 2-3 core teaching aids to achieve projection interaction

Select core teaching aids that frequently used in teaching and crucial for students to understand knowledge, such as geometric models in mathematics (e.g., cubes, cylinders), circuit demonstration boards in physics, and structure models in biology, for digital transformation. For instance, paste QR codes or RFID tags that can be recognized on geometric models, and when the teaching aids are placed in the area of the projector, through the supporting software, it can achieve the interaction between teaching aids and projection content, and clicking on specific parts of the teaching aids can pop up detailed explanations dynamic demonstrations of that part; or add sensing devices to the components of the circuit demonstration board, which can be connected to a computer, and the projection screen can show real-time such as current flow and voltage changes. Through such transformation, traditional teaching aids are equipped with interactive functions, enhancing the intuition and interest of classroom demonstrations and improving students' participation and outcomes.

Phase 3: Establish a simple student progress tracking chart

Design a simple student progress tracking table that includes basic student information, mastery of key concepts, quality of homework completion, classroom performance and scores from periodic tests. Teachers can regularly record students' learning data through daily observations, homework grading, classroom questioning, and mini-tests. For example, in the column for of key concepts, use different symbols (such as "√" for mastered, "△" for partially mastered, and "×" for not mastered) to indicate the students' of understanding of each concept; in the column for the quality of homework completion, record the accuracy rate and common types of errors, etc. Using these data, teachers can promptly understand overall learning situation of the class and that of individual students, identify weak links in teaching, and thus adjust teaching strategies, provide targeted guidance, and achieve individualized teaching to improve precision and effectiveness of teaching.

5. Conclusion

This paper demonstrates that when digital technology is deeply integrated into the Japanese education gene—such as retaining the essence of "penil arithmetic training"1 and continuing the "concrete to abstract" cognitive path3—even basic technology can release innovative energy. Further exploration will be conducted on the digital empowerment of teaching aids such as the abacus, to protect the evolution of teaching under the cultural foundation.

References

[1] Ministry of Education, Culture, Sports, Science Technology. Explanatory Guide to the Elementary School Curriculum, Arithmetic Section [M]. Tokyo: Education Publishing, 2020.

[2] Dew (author), Masano Yoshinaga (translator). Experience and Education [M]. Tokyo: Shunshu-sha, 201. (Original book 1938)

[3] Mao-style Education Research Association. Practical Model of Geometric Guidance [J]. Journal ofical Education Research, 2023, 41(2): 28-35.

[4] TANAKA, Tomoko. Compar Consideration of Japanese and English Arithmetic Lessons [J]. Comparative Pedagogical Studies, 2024, 50: 112125.

[5] Zhang Jingzhong. Application of Super Sketchpad in Mathematical Experiments [C]. Proceedings of the Sino-J Mathematical Education Forum, 2008: 17-22.

[6] Ministry of Economy, Trade and Industry. Collection of Education IT Usage C