The mathematics education circles in Japan has a variety of subjects. I want to speak what generally are considered on those subjects. Some of these subjects are as follows: (1) The ratio of students who go on to high schools is about 95 percent, so that it is hard to solve how to design the mathematics curriculum for the poor scholars. (2) Though the effects of instruction at the schools does not betray the nation`s trust, the JUKU increase in number. Thus all teachers in schools cannot but endeavor to fulfil their responsibility. (3) Some of the junior high school`s teachers suffer from the misconducts and violences by pupils. Thus researchers of mathematics education in such schools tend to stagnate. (4) The students and pupils get good results in the examinations of calculation, but in the examinations such as word problems that require their judgements not so. Etc. It is not easy to solve or cope with the these subjects. For the subjects as (3), all teachers concentrate their efforts on the activation of lessons and the heightening the pupil`s will to learn. For the subjects as (4), the idea of mathematical thinking has be advocated since about 1960, and recently the "problem solving" are proposed and are studying. Lastly the researchers in the university are theorizing their own works and digest and utilize a large foreign`s literatures. Furthermore a great number of teachers make an effort to research at their classrooms. But a great part of the results of their researches are utilized only in our country. I hope, hereafter, that the effects of researches in Japan become known and utilized to the foreign countries.