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

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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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Series Title

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Publisher

Cham : Springer Cham., 2015

Collation

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Language

English

ISBN/ISSN

978-3-319-13542-7

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NONE

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Edition

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Subject(s)

Educational Technology, Learning & Instruction

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Statement of Responsibility

Rina Kim, Lillie R. Albert

Other Information

Cataloger

Kholif Basri

Source

https://link.springer.com/book/10.1007/978-3-319-13542-7

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