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Mathematics teaching and learningSou...

Albert, Lillie R.

Mathematics teaching and learningSouth Korean elementary teachers' mathematical knowledge for teaching /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Mathematics teaching and learningby Rina Kim, Lillie R. Albert.
Reminder of title:	South Korean elementary teachers' mathematical knowledge for teaching /
Author:	Kim, Rina.
other author:	Albert, Lillie R.
Published:	Cham :Springer International Publishing :2015.
Description:	xv, 152 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	MathematicsStudy and teaching (Primary)Korea (South)
Online resource:	http://dx.doi.org/10.1007/978-3-319-13542-7
ISBN:	9783319135427 (electronic bk.)

Mathematics teaching and learningSouth Korean elementary teachers' mathematical knowledge for teaching /
Kim, Rina.

Mathematics teaching and learningSouth Korean elementary teachers' mathematical knowledge for teaching /[electronic resource] :by Rina Kim, Lillie R. Albert. - Cham :Springer International Publishing :2015. - xv, 152 p. :ill., digital ;24 cm.

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.

ISBN: 9783319135427 (electronic bk.)

Standard No.: 10.1007/978-3-319-13542-7doiSubjects--Topical Terms:

715860
Mathematics
--Study and teaching (Primary)--Korea (South)

LC Class. No.: QA135.6

Dewey Class. No.: 372.7044

Mathematics teaching and learningSouth Korean elementary teachers' mathematical knowledge for teaching /
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520 $a 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.
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