Soroban

Abstract: We provide an overview of how fluid–solid and fluid–fluid interfaces can be computed successfully with the constrained interpolation profile/cubic interpolated pseudo-particle (CIP) method (J. Comput. Phys. 1985; 61:261–268; Comput. Phys. Commun. 1991; 66:219–232; Comput. Phys. Commun. 1991; 66:233–242; J. Comput. Phys. 2001; 169:556–593) based on adaptive Soroban grids (J. Comput. Phys. 2004; 194:57–77). In this approach, the CIP combined unified procedure (CCUP) technique (J. Phys. Soc. Jpn 1991; 60:2105–2108), which is based on the CIP method, is combined with the adaptive Soroban grid technique. One of the superior features of the approach is that even though the grid system is unstructured, it still has a simple data structure that renders remarkable computational efficiency. Another superior feature is that despite the unstructured and collocated nature of the grid, high-order accuracy and computational robustness are maintained. In addition, because the Soroban grid technique does not have any elements or cells connecting the grid points, the approach does not involve mesh distortion limitations. While the details of the approach and several numerical examples were reported in (Comput. Mech. 2006; published online), our objective in this paper is to provide an easy-to-follow description of the key aspects of the approach. Copyright © 2007 John Wiley & Sons, Ltd.

Abstract: This paper outlines mathematical education before the Meiji Restoration, and how it changed as a result. The Meiji Restoration in 1868 completely changed the social structure of Japan. In the Edo period (1600–1868) Japan was divided into domains (han) governed by local lords (daimyo). Tokugawa Shogunate supervised local lords and governed Japan indirectly. In the Edo period there were no wars for more than two centuries and many people participated in cultural activities. Japanese mathematics developed in its own way under the influence of old Chinese mathematics. Japan also had a good education system so that the literacy rate was quite high. Each domain had its own school for samurai but mainly education was provided privately. Private schools for elementary education were called terakoya, in which mainly reading and writing and often arithmetic by the soroban (Japanese abacus) were taught. In the Edo period the soroban (abacus) was the only tool for computation and Arabic numerals were not used. The Meiji government was eager to establish a modern centralized state in which education played a key role. In 1872 the Ministry of Education declared the Education Order, whereby in elementary schools only western mathematics should be taught and the soroban should not be used. But almost all teachers only knew Japanese traditional mathematics “wasan” so they insisted on using the soroban. This was the starting point of a long dispute on the soroban in elementary education in Japan. Two Japanese mathematicians, KIKUCHI Dairoku and FUJISAWA Rikitaro, played a central role in the modernization of mathematical education in Japan. KIKUCHI studied mathematics in England and brought back English synthetic geometry to Japan. FUJISAWA was a student of KIKUCHI at the Imperial University and studied mathematics in Germany. He was the first Japanese mathematician to make a contribution to original research in the modern sense. He published a book on mathematical education in elementary school, which built the foundation of mathematical education in Japan.

Abstract: Forty-two junior high level students were instructed in use of the soroban, a type of abacus Prior to instruction, the students were tested with an easy test and a difficult test to determine their skill in computation of whole and decimal numbers After four months and again after eight months of instruction and practice with the soroban, the students were tested with equivalent tests The results demonstrated that the soroban is a practical and efficient approach for overcoming computational problems encountered by the blind