In secondary school mathematics classrooms , teachers sti11 remaln engaged in transmitting existirlg knowledge to thelr students . This traditional ' transmission mod ご has been the norm for many years. Students work to digest the questions provided by teachers and textbooks . Creativity is absent froln this teacher − centered methoCl of instruction , and there is no placeforstudents to dlscover rules forthemselves through inductiQr1 , The Education Ministry Mollbusho has proposed in its "

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... sted Study Outline " issued to all teachers , that Kadai Gakztshzt ( Assignment Learning )be tised as a method of Qvercoming the resulting student passivity and making classes morestudent − centered . Although this study holds out promise and expectations , we Inust be alert to the inherent risks involved in such an undertaking . The author first analyzes and acknowledges the strengths and weaknesses of this prQposaL He next reports on an attempt to incorpora ヒ e Assignment Learning into the existing scheme of study by introducing topicaI materials , He concludes that is a danger of overload as ヒ eachers are expected to cover ヒ he pre − existing syllabus in addition to using Assignment Learning .