Mathematics Teaching and Learning
South Korean Elementary Teachers' Mathematical Knowledge for Teaching
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Beschreibung
This analysis of elementary mathematics instruction in South Korea examines local successes while spotlighting global concerns of education professionals. Findings in this research reveal specific domains of mathematics knowledge that best influence students' understanding, retaining, and owning of content. Aspects of teacher knowledge studied go beyond mastery of the subject matter, extending to how educators impart knowledge and how learners develop productive relationships with information. These results suggest possibilities for future directions in teacher training, certification, and career development.
Among the topics covered:
- Models and methods for studying mathematical knowledge for teaching.
- Teachers' knowledge for teaching mathematics: a history of the research.
- Five categories of elementary mathematics teachers' knowledge and how they interrelate in teaching.
- Uses of different types of educational knowledge in lesson planning, classroom teaching, and evaluating student work.
- The role of pedagogical procedure in establishing pedagogical content knowledge.
- The social context of South Korea's National Mathematics Curriculum.
By emphasizing teacher quality and school accountability, Mathematics Teaching and Learning identifies--and addresses--issues of pressing importance to education researchers, teacher educators, and mathematics educators, and has the potential to inform administrators and policymakers.
The purpose of this research is to identify the categories of South Korean elementary teachers’ knowledge for teaching mathematics. Emerging from the data collected and the subsequent analysis are five categories of South Korean elementary teachers’ knowledge for teaching mathematics: Mathematics Curriculum Knowledge, Mathematics Learner Knowledge, Fundamental Mathematics Conceptual Knowledge, Mathematics Pedagogical Content Knowledge, and Mathematics Pedagogical Procedural Knowledge. The first three categories of knowledge play a significant role in mathematics instruction as an integrated form within Mathematics Pedagogical Content Knowledge. This study also demonstrated that Mathematics Pedagogical Procedural Knowledge might play a pivotal role in constructing Mathematics Pedagogical Content Knowledge. These findings are connected to results from relevant studies in terms of the significant role of teachers’ knowledge in mathematics instruction.
Provides specific examples of how the teachers applied the various types of knowledge Contains models illustrating the relationship among different types of knowledge for teaching mathematics Includes a special chapter on the educational context of South Korea Includes supplementary material: sn.pub/extras
Autor*in
Rina Kim
Themen in »Mathematics Teaching and Learning«
Mathematical Knowledge for Teaching Mathematics Concept Mathematics teacher education Pedagogical Content Knowledge South Korea Education learning and instruction