CC341704 International STEM Education Development

Hiroshima University Syllabus

Japanese

Academic Year 2026Year School/Graduate School School of Education

Lecture Code CC341704 Subject Classification Specialized Education

Subject Name International STEM Education Development（国際STEM教育開発）

Subject Name
（Katakana）コクサイステムキョウイクカイハツ

Subject Name in
English International STEM Education Development

Instructor BABA TAKUYA

Instructor
(Katakana) ババ　タクヤ

Campus Higashi-Hiroshima Semester/Term 2nd-Year,  Second Semester,  3Term

Days, Periods, and Classrooms (3T) Weds1-4：EDU L109

Lesson Style Lecture Lesson Style
(More Details) Face-to-face

Credits 2.0 Class Hours/Week 4 Language of Instruction E : English

Course Level 2 : Undergraduate Low-Intermediate

Course Area（Area） 24 : Social Sciences

Course Area（Discipline） 08 : Curriculum and Instruction Sciences

Eligible Students Multicurtural and golobal education program 2nd year

Keywords cutural, societal and critical nature of mathematics, and STEM

Special Subject for Teacher Education 　 Special Subject 　

Class Status
within Educational
Program
(Applicable only to targeted subjects for undergraduate students)
Criterion referenced
Evaluation
(Applicable only to targeted subjects for undergraduate students) Program in Multicultural and Global Education
（Knowledge and Understanding）
・Have understanding about

Class Objectives
/Class Outline Mahtmeatics is one of the oldest disciplines and exists in all societies and cultures despite of different sofistication levels. Modern soceity is called data-driven society and all information is expressed and processed in digital forms. Mathematics plays an important role in it.  Keitel desribes the problem of such society as "mathematized society, demathematized citizen" (Keitel, 1997). In fact, many citizens regard mathematics as abstract and not related to society.

This course aims the students to be able to feel, understand and apply cultural, societal, and cirtical nature of mathematics beyond such image of mathematics.

Class Schedule Part I culture and langauge in mathematics education
lesson1 1－1 Origin of mathematics: counting, measuring, drawing
lesson2 1－2 logics: abstrct, logical, universal, general
lesson3 1－3 language and mathematics, learning mathematics in a second langauge
lesson4 1－4 culture and cultural universality
lesson5 1－5 six universal mathematical activities
Part II socially open-ended problem
lesson6 2ー1 best car problem: not fair
lesson7 2－2 rule-making (hitting the target)
lesson8 2－3 sharing: division of cakes
lesson9 2－4 various problems in STEM society
lesson10 2－5 decision-making
Part III critical mathematics education
lesson11 3－1　mathematical literacy and modelling
lesson12 3－2 correctness (inductive, logical, experienital, ethical), birth of statistics
lesson13 3－3 paradox: dilenma of prisners
lesson14 3－4 mathematics and langauge: perhaps, absolutely, etc
lesson15 3－5 What problem to solve? Problem posing, problem solving, meta-problem

The course cosits of three parts. Students are to submit one report each among three.

Text/Reference
Books,etc. Part I
A. Bishop" Mathematical Enculturation: A Cultural Perspective on Mathematics Education"
Part II
Baba, T., Shimada, I., Hattori, Y., Fukuda, H. (2024). Categories and Their Relationships Among Socially Open-Ended Problems. In: Dede, Y., Marschall, G., Clarkson, P. (eds) Values and Valuing in Mathematics Education. Springer,
Singapore, (pp.287-311). https://doi.org/10.1007/978-981-99-9454-0_14
Part III
Ole Skovsmose (2023) Crticial Mathematics Education. https://doi.org/10.1007/978-3-031-26242-5

PC or AV used in
Class,etc. Text, Handouts, moodle

(More Details)

Learning techniques to be incorporated Discussions, PBL (Problem-based Learning)/ TBL (Team-based Learning)

Suggestions on
Preparation and
Review With the above references, students are expected to reflect the mathematics education  which they have received from primary to senior secondary education, and consider their characteristis and biasness.  In order to connect to active learning, they are to participate actively in the lecture and discusssion, think deeply for themselves, discuss among the students , and consider the role of mathematics in the modern society.

Requirements

Grading Method three report (60％),  active participation into discussion (40％)

Practical Experience Experienced

Summary of Practical Experience and Class Contents based on it High school teacher (4 years), JICA international cooperation exprert (mathematics education) (6 years) practical examples and experiences are from these and enrich discuss of the course.

Message

Other

Please fill in the class improvement questionnaire which is carried out on all classes.
Instructors will reflect on your feedback and utilize the information for improving their teaching.

Academic Year	2026Year	School/Graduate School	School of Education
Lecture Code	CC341704	Subject Classification	Specialized Education
Subject Name	International STEM Education Development（国際STEM教育開発）
Subject Name （Katakana）	コクサイステムキョウイクカイハツ
Subject Name in English	International STEM Education Development
Instructor	BABA TAKUYA
Instructor (Katakana)	ババ　タクヤ
Campus	Higashi-Hiroshima	Semester/Term	2nd-Year, Second Semester, 3Term
Days, Periods, and Classrooms	(3T) Weds1-4：EDU L109
Lesson Style	Lecture	Lesson Style (More Details)	Face-to-face

Credits	2.0	Class Hours/Week	4	Language of Instruction	E : English
Course Level	2 : Undergraduate Low-Intermediate
Course Area（Area）	24 : Social Sciences
Course Area（Discipline）	08 : Curriculum and Instruction Sciences
Eligible Students	Multicurtural and golobal education program 2nd year
Keywords	cutural, societal and critical nature of mathematics, and STEM
Special Subject for Teacher Education		Special Subject
Class Status within Educational Program (Applicable only to targeted subjects for undergraduate students)
Criterion referenced Evaluation (Applicable only to targeted subjects for undergraduate students)	Program in Multicultural and Global Education （Knowledge and Understanding）・Have understanding about
Class Objectives /Class Outline	Mahtmeatics is one of the oldest disciplines and exists in all societies and cultures despite of different sofistication levels. Modern soceity is called data-driven society and all information is expressed and processed in digital forms. Mathematics plays an important role in it. Keitel desribes the problem of such society as "mathematized society, demathematized citizen" (Keitel, 1997). In fact, many citizens regard mathematics as abstract and not related to society. This course aims the students to be able to feel, understand and apply cultural, societal, and cirtical nature of mathematics beyond such image of mathematics.
Class Schedule	Part I culture and langauge in mathematics education lesson1 1－1 Origin of mathematics: counting, measuring, drawing lesson2 1－2 logics: abstrct, logical, universal, general lesson3 1－3 language and mathematics, learning mathematics in a second langauge lesson4 1－4 culture and cultural universality lesson5 1－5 six universal mathematical activities Part II socially open-ended problem lesson6 2ー1 best car problem: not fair lesson7 2－2 rule-making (hitting the target) lesson8 2－3 sharing: division of cakes lesson9 2－4 various problems in STEM society lesson10 2－5 decision-making Part III critical mathematics education lesson11 3－1　mathematical literacy and modelling lesson12 3－2 correctness (inductive, logical, experienital, ethical), birth of statistics lesson13 3－3 paradox: dilenma of prisners lesson14 3－4 mathematics and langauge: perhaps, absolutely, etc lesson15 3－5 What problem to solve? Problem posing, problem solving, meta-problem The course cosits of three parts. Students are to submit one report each among three.
Text/Reference Books,etc.	Part I A. Bishop" Mathematical Enculturation: A Cultural Perspective on Mathematics Education" Part II Baba, T., Shimada, I., Hattori, Y., Fukuda, H. (2024). Categories and Their Relationships Among Socially Open-Ended Problems. In: Dede, Y., Marschall, G., Clarkson, P. (eds) Values and Valuing in Mathematics Education. Springer, Singapore, (pp.287-311). https://doi.org/10.1007/978-981-99-9454-0_14 Part III Ole Skovsmose (2023) Crticial Mathematics Education. https://doi.org/10.1007/978-3-031-26242-5
PC or AV used in Class,etc.	Text, Handouts, moodle
(More Details)
Learning techniques to be incorporated	Discussions, PBL (Problem-based Learning)/ TBL (Team-based Learning)
Suggestions on Preparation and Review	With the above references, students are expected to reflect the mathematics education which they have received from primary to senior secondary education, and consider their characteristis and biasness. In order to connect to active learning, they are to participate actively in the lecture and discusssion, think deeply for themselves, discuss among the students , and consider the role of mathematics in the modern society.
Requirements
Grading Method	three report (60％), active participation into discussion (40％)
Practical Experience	Experienced
Summary of Practical Experience and Class Contents based on it	High school teacher (4 years), JICA international cooperation exprert (mathematics education) (6 years) practical examples and experiences are from these and enrich discuss of the course.
Message
Other
Please fill in the class improvement questionnaire which is carried out on all classes. Instructors will reflect on your feedback and utilize the information for improving their teaching.

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