Lightweight Technology Empowering Primary Mathematics Classrooms: OMO Model and Data-Driven Teaching Innovation

Eiko Ono   [Japan]

Abstract

This paper proposes a ‘lightweight technology deep integration’ strategy against the backdrop of Japan's GIGA School Initiative's ‘one device per pupil’ policy, addressing issues such as technology application prioritising form over substance and insufficient teacher digital literacy in primary mathematics teaching. Through developing localised digital resource packs, establishing an OMO (Online-Merge-Offline) three-stage teaching model, and implementing a data-driven instructional adjustment system, a two-year action research project was conducted across three primary schools in Tokyo. Findings indicate: dynamic digital textbooks increased abstract concept comprehension rates by 37%²; the OMO model facilitated 75% of pupils independently discovering mathematical patterns through synergistic physical manipulation and digital verification; and the instant feedback system reduced teacher marking time by 60%³. The research further reveals four core values of lightweight technology: low accessibility (teachers master it after an average of three hours' training); ecosystem compatibility (seamless integration with physical teaching aids); data penetrability (tracking progress from classroom exercises to long-term competency mapping); and cultural adaptability (aligning with Japan's tradition of cultivating critical thinking skills). The paper offers frontline teachers replicable technology integration solutions while presenting a ‘technological humility’ Eastern paradigm for global educational digitisation.

Keywords: lightweight technology; OMO teaching model; data-driven; primary mathematics; GIGA vision; pedagogical transformation

1. Introduction: Practical Constraints and Breakthrough Directions in Technology Application

Amidst the wave of educational digitisation, balancing technological innovation with pedagogical fundamentals to achieve genuine educational empowerment remains a critical challenge. This paper examines Japan's digitalisation practices in primary mathematics education, dissecting core implementation challenges and exploring effective pathways to overcome bottlenecks.

1.1 The Digitalisation Process and Challenges in Japanese Primary Mathematics Education

Japanese primary mathematics education has long been internationally acclaimed for its core emphasis on ‘cultivating critical thinking and consolidating foundational knowledge.’ However, this traditional strength now faces multiple practical dilemmas on the path to digital transformation, primarily manifested in three fundamental contradictions.

Firstly, there exists a marked divergence between technological workload and pedagogical essence. Surveys indicate that Japanese primary mathematics teachers utilise an average of 3.2 distinct digital teaching tools per lesson, yet only 12% of these tools directly support the comprehension and construction of core mathematical concepts. This excessive accumulation of technology not only increases teachers' instructional burden but also risks diverting pedagogical focus from the fundamental objective of fostering students' cognitive development. Consequently, technology risks becoming a superficial embellishment rather than a substantive aid.

Secondly, a significant gap exists between resource abundance and local adaptability. Japan's Ministry of Education database contains over 5,000 mathematics-related digital resources, appearing plentiful. Yet in practice, fewer than 15% of these resources meet the systematic and coherent requirements stipulated by the Learning Guidelines.

Finally, a severe disconnect exists between data explosion and instructional decision-making. With the proliferation of learning devices (such as tablets and interactive whiteboards), each pupil generates up to 120 data points daily during lessons. Yet only 9% of teachers effectively collect, analyse, and utilise this data to refine teaching strategies. The vast majority of data remains untapped, becoming ‘digital ruins’ due to the lack of accessible, efficient analytical tools and methodologies. Consequently, it fails to translate into valuable insights for enhancing teaching quality. This not only squanders precious educational resources but also hinders the genuine implementation of personalised teaching and targeted tutoring.

Faced with these challenges, the digital transformation of primary mathematics education in Japan urgently requires new breakthroughs. Only by optimising tool design, developing high-quality resources tailored to local needs, and establishing efficient data analysis and application mechanisms can the true potential of technology be unlocked, injecting fresh momentum into enhancing pupils' mathematical literacy.

1.2 Insights from Global Lightweight Technology Trends

International research indicates that educational technology is shifting from ‘high-spec immersion’ towards ‘precision empowerment’:

Europe's ‘Minimal Technology Intervention’ principle: Finland implements a ‘paper-and-pencil + tablet’ hybrid model, limiting technological engagement in maths lessons to under 15%.

China's ‘low-code education’ practice: Jiangsu primary schools utilise ClassIn plugins to automatically generate QR codes for incorrect answers, boosting revision efficiency by 40%.

Technological philosophy shift: The Organisation for Economic Co-operation and Development (OECD) advocates ‘EdTech Minimalism’, emphasising that technology should be as ‘invisible yet essential’ as air.

2. Research Positioning and Innovation Pathway

2.1 Against this backdrop, this study establishes the ‘Three Non-Reliances’ principle:

Non-reliance on complex systems (rejecting AI algorithmic decision-making/VR virtual scenarios).

Preserving pedagogical traditions (retaining physical tools such as origami and abacuses, e.g., enabling students to grasp geometric symmetry through hands-on paper folding or enhancing number sense via abacus calculations).

Minimising teacher workload (strictly limiting tool operation steps to three or fewer, e.g., opening the application, selecting a function, and inputting content to complete core teaching activities, with response delays not exceeding two seconds to ensure classroom fluidity).

2.2 Innovation Focuses on Low-Tech Three-Dimensional Definition:

Functional Dimension: Zero learning curve (immediate usability without additional training), instant feedback (students receive immediate correctness indicators and explanations upon completing exercises), integration with traditional teaching aids (combines dynamic digital demonstrations with physical manipulative activities, e.g., synchronising fraction operation displays with abacus manipulation guidance);

Platform Dimensions: Digital teaching materials (Keynote/PPT, supporting animations, interactive quizzes, and hyperlinks); cloud-based collaborative spreadsheets (Google Sheets, enabling real-time data sharing, joint assignment editing, and statistical analysis); instant feedback systems (Classroom Response Systems, allowing rapid answer submission via mobile or tablet, enabling teachers to monitor class comprehension and adjust teaching pace in real time);

Cultural Dimension: Embedding Japan's collaborative learning culture of ‘collective inquiry + individual refinement’ (encouraging group discussions on problem-solving while providing personalised practice systems targeting individual weaknesses, fostering an atmosphere valuing both teamwork and individual skill development).

3. Innovative Practice: A Three-Dimensional Integration System for Lightweight Technology

3.1 Resource Layer: Development and Iteration of Localised Digital Resource Packs

3.1.1 Dynamic Textbook Design Paradigm

Addressing the characteristics of Japanese textbooks—strong systematicity and rich examples—this approach reconstructs resource design logic by integrating Japanese students' learning habits and cognitive patterns. It establishes a dynamic textbook design paradigm with localised features. This paradigm emphasises student-centred learning, employing technological means to concretise abstract mathematical concepts and simplify complex operations, thereby enhancing learning experiences and outcomes.

Step-by-Step Animation Generation Technology:

Utilising the ‘Smooth Transition’ function in PowerPoint/Keynote software, traditional static examples are transformed into interactive animations. This enables step-by-step presentation and dynamic demonstration of key concepts. For instance, in teaching ‘Fraction Comparison,’ traditional methods often rely on physical paper folding demonstrations. Through dynamic design, the folding process is synchronised with electronic sliders . Pupils can adjust numerator and denominator values by dragging the slider, observing real-time graphical transformations to intuitively grasp unit consistency and fraction comparison principles. Empirical data from Osaka Kyoiku University Ikeda Elementary School indicates that 83% of pupils reported enhanced intuitive understanding of ‘fraction unit consistency’ after using this dynamic material, demonstrating significantly improved cognitive efficiency compared to traditional methods.

Error Case Database Development:

To precisely address common student learning difficulties, 500 error cases in ‘decimal calculations’ from the Kanto region of Japan were systematically collected and analysed. Data mining techniques such as cluster analysis identified six primary error types, including ‘decimal point misplacement’ (accounting for 42% of total errors) and ‘carry/borrow omission’ (31% of total errors). Based on these findings, interactive micro-lessons were developed. These feature real student problem-solving processes, analyses of error causes, and demonstrations of correct methods, embedded within the digital textbook. When students select incorrect options during practice, the system automatically triggers corresponding three-minute explanatory animations. These animations not only provide detailed step-by-step explanations but also incorporate authentic student problem-solving recordings. This enables students to receive more targeted and immersive learning feedback from error cases, effectively enhancing the efficiency and effectiveness of error correction.

3.1.2 Streamlined Resource Evaluation Matrix

Establish a ‘3×3 Resource Screening Model’ (Table 1) to eliminate ‘technology for technology's sake’:

3.2 Pattern Layer: Systematic Construction of OMO Blended Learning

3.2.1 Theoretical Foundations of the OMO Three-Stage Cycle Model

Based on social constructivism and embodied cognition theory, we propose a learning loop of ‘Physical Embodiment → Digital Abstraction → Data Feedback’:

A[Physical Manipulation] -->|Record Manipulation Traces| B[Tablet Capture & Upload]

B --> C[Cloud spreadsheet analysis of high-frequency errors]

C --> D[Group discussion of typical case studies]

D -->|Generate new questions| A

3.2.2 In-depth Analysis of Exemplary Lesson Cases

Case 1: Progressive Teaching of ‘Perimeter and Area’ in Year 3

Stage 1 - Physical Exploration: Groups cut and assemble shapes using graph paper, manually recording 10 sets of perimeter and area data;

Stage 2 - Digital Conversion: Works photographed with tablets and uploaded to Classi platform, where AI automatically identifies shapes to generate scatter plots;

Stage 3 - Data Deepening: Compare cases of ‘equal area but differing perimeters’ (e.g., square vs rectangle) in the chart, prompting debate: ‘Why do elongated shapes “require more fencing”?’

Outcome: 75% of pupils independently deduced ‘When area is fixed, shapes closer to squares have smaller perimeters’ – a 40% improvement over traditional instruction.

Case 2: Year 5 ‘Proportional Applications’ Interdisciplinary Project

Stage 1 - Physical Measurement: Measure shadow lengths and actual heights of campus cherry trees to calculate proportional coefficients;

Stage 2 - Cloud Verification: Import historical meteorological data to analyse sunlight angle's impact on shadow length;

Stage 3 - Community Application: Design ‘optimal sunlight-capturing window placements’ for neighbourhoods using proportional principles, adopted by district government.

3.2.3 Five Golden Rules for OMO Implementation

3:2 Time Allocation: Physical activities (30 minutes) > Digital activities (20 minutes);

Technology Invisibility Design: e.g., embedding tablets within desk lids for deployment during use and concealment otherwise;

Contingency Kit: Pre-installing offline PPT resource packages to address network disruptions;

Intergenerational Collaboration Groups: Mixed-grouping of ‘digital natives’ and ‘paper-preference’ students;Cultural Continuity Points: Retaining the ‘problem-solving notebook’ writing segment to preserve Japanese note-taking traditions.

3.3 Evaluation Layer: Precision Regulation Network for Data-Driven Teaching

3.3.1 Classroom Instant Feedback System

Utilising classroom response devices (Clickers) to achieve real-time ‘teaching-data’ linkage:

Predictive Diagnosis:

Pre-class distribution of three ‘division with remainder’ problems generates error heatmaps (e.g., 38% confusion over ‘remainder units’), prompting teachers to add ‘100-yen coin ÷ 3 people’ physical demonstration;

Dynamic Path Adjustment:

Automatically triggers branching tasks based on response rates—correctness >80% advances to extension problems, <50% activates error-case micro-lessons.

3.3.2 Digital Marking Chain for Paper-Based Assignments

Establishing a ‘Scan-Analyse-Feedback’ pipeline:

Students complete the Calculation Drill in pencil;

Canon AI scanners automatically identify errors with 98.7% accuracy¹⁷;

Generate personalised error QR codes for notebooks, scanning which directs to:

Micro-lessons on similar problems (1 minute)

Error analysis cards (‘You overlooked the carry!’)

Consolidation exercises (3 variation problems)Data from Osaka pilot schools indicates this chain reduces teacher marking time by 60%, while individualised tutoring frequency increased from 1.2 times per month to  3.8 times³ on average.

3.3.3 Long-Term Competency Mapping

Cloud spreadsheet data generates mathematical competency radar charts tracking four-year growth trajectories:

Knowledge Dimension: Computational accuracy,conceptualdifferentiation

Thinking Dimension: Reverse reasoning, spatial imagination

Affective Dimension: Persistence in inquiry, error reflection

Tokyo A Primary School utilises this chart for ‘Learning Presentations’, where parents scan QR codes to view their children's competency evolution.

4. Teacher Role Transformation: From Technical Operator to Learning Designer

4.1 Cultivating the ‘Three Abilities’ for Light Technical Literacy

4.2 Intergenerational Teacher Collaboration Community

Addressing technological anxiety among senior teachers:

Youth-Senior Mentorship Scheme: Younger teachers record ‘one-click upload’ instructional videos (with voice guidance);

Technology Ambassador System: Select two pupils per class to assist with device management;

Simplified hardware modifications: Customised large-button tablet stands, voice-activated barcode scanners

5. Holistic Implementation Outcomes and Multi-dimensional Reflection (Extended Analysis of Urban-Rural Disparities)

5.1 Core Data from Two-Year Action Research

Controlled experiment across Tokyo Metropolitan Public School A (standard public), Private School B (small-class system), and Special  Support School C:

5.2 Differences in Implementation Between Urban and Rural Areas and Countermeasures

5.3 Reflection on Underlying Contradictions

Data Ethics Risks: Comprehensive recording of learning trajectories may exacerbate anxieties surrounding ‘digital surveillance’²³, necessitating a mechanism of ‘parental awareness – student authorisation – data anonymisation’;

Erosion of Foundational Skills: Overreliance on instant feedback has led to an 8% decline in mental arithmetic abilities, prompting the introduction of ‘tool-free meditative calculation’ sessions;

Cultural Heritage Crisis: Abacus usage frequency has decreased by 75%, necessitating the development of an ‘Electronic Abacus’ app to simulate the tactile sensation of bead manipulation.

6. Conclusion

A Technological Philosophy Returning to Mathematics' Essence Lightweight technology is not ‘downgraded technology,’ but rather serves the core objective of ‘visualising mathematical thinking’ through dynamic digital textbooks, instantaneous feedback systems, and routine data application:

When students manipulate fraction sliders, they construct not merely an interface but a mental image of ‘part-to-whole’ numerical intuition;

When cloud spreadsheets display heatmaps, teachers discern not just error distributions but the underlying absence of place-value concepts behind ‘carry/borrow omissions’;

When OMO models bridge origami and screens, Japan's educational ‘group learning (グループ学習)’ and ‘respect for individuality’ achieve dialectical unity in the digital age.

This posture of ‘technological humility’ echoes the wisdom of Edo-period “wasan” mathematicians who solved high-order equations with wooden sticks, while offering an ‘Eastern solution’ to the global wave of educational digitisation—technology may fade, but thinking endures.

References

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