Mathematics Teaching and Learning: South Korean Elementary Teachers' Mathematical Knowledge for Teaching - Softcover

Kim, Rina; Albert, Lillie R.

Softcover

ISBN 10: 3319366157 ISBN 13: 9783319366159

Verlag: Springer, 2016

Inhaltsangabe

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.

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Über die Autorin bzw. den Autor

Rina Kim has Ph. D in Curriculum and Instruction from Boston College. She works as an elementary school teacher in South Korea and teaches courses in mathematics education at Seoul National University of Education. Her academic focus is mathematics education at the elementary level. Her research interests also include using technology to improve the quality of mathematics instruction. She has published her research in leading journals in her field and presented papers at major research conferences. Her other recent book is Reading, Writing, and Discussing at the Graduate Level: A Guidebook for International Graduate Students coauthored with Lillie R. Albert and Hang Gyun Sihn.

Lillie R. Albert, an associate professor at Boston College Lynch School of Education, has a Ph.D. in Curriculum and Instruction from the University of Illinois at Urbana-Champaign. Her research focuses on the influence that sociocultural historic contexts have on learning and development of learners across the lifespan. Her specialization includes the exploration of the relationship between the teaching and learning of mathematics and the use of cultural and communicative tools to develop conceptual understanding of mathematics, which includes collaborating with mathematics education scholars at Seoul National University of Education, Seoul, South Korea to explore government policies in supporting the preparation of mathematics teachers. She has published her research in leading national and international journals in her field and presented papers at major research conferences. Her other recent books are Rhetorical Ways of Thinking: Vygotskian Theory and Mathematical Learning, in collaboration with Danielle Corea and Vittoria Macadino and Reading, Writing, and Discussing at the Graduate Level: A Guidebook for International Graduate Students coauthored with Rina Kim and Hang Gyun Sihn.

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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.

Details zur Ausgabe

• Verlag: Springer
• Erscheinungsdatum: 2016
• Sprache: Englisch
• ISBN 10: 3319366157
• ISBN 13: 9783319366159
• Einband: Taschenbuch
• Anzahl der Seiten: 168
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