I don't think class size is really the issue. Japanese high schools (and elementary schools, too) usually have rather large number of students. When I was in high school in Japan, there were 45 students in most of the classes. About 5 years ago, when I visited the school to observe math lessons, one class had 50 or more students in the room. And, I'm sure there are many excellent math classes in the US with 40 or more students in the room. The real issue seems is to identify what it is that makes those teachers to teach so effectively in that circumstance. Discussing classroom size in vacuum seems to be a fruitless endeavor, IMHO.
Tad Watanabe Towson State University Towson, Maryland
On Mon, 9 Oct 1995 Lutemann@aol.com wrote:
> In a message dated 95-10-09 20:32:06 EDT, firstname.lastname@example.org (Susan L. > Addington) writes: > > >d like to hear comments on the relation between class size > >and mathematical learning (if any) and teacher burnout. > >(And are my California class size observations accurate?) > > Any math class greater than 18 is a waste of time. 12 to 15 is the perfect > number for just about any teaching/learning situation in that you can > individualize the instruction and/or teach them as a class. The cut off at > our school is 18 per class. Of course we have special funding (half from the > state half from industry) so we don't have to put up with the capriciousness > of the white-psycho-conservative-tax revolting- trailer park nitwits (you > know who you are) who don't think that children out our future. > > Kent > > Kent >