| Description |
1 online resource |
| Contents |
CHAPTER 1: Introduction.- 1.1. Why elementary teachers? knowledge matter.- 1.2. Purpose of the Study and Research Question.- 1.3. Framework.- 1.3.1. Theoretical Orientation.- 1.3.2. Conceptual Framework.- 1.4. Organization of the Book.- References.- CHAPTER 2: A Pedagogical Overview of Related Research.- 2.1. Introduction.- 2.2. Sociocultural Theory.- 2.3. Research on Teachers? Mathematical Knowledge for Teaching.- 2.3.1. Shulman?s Research on Teachers? Knowledge for Teaching.- 2.3.2. Fennema and Franke?s Research on Mathematics Teachers? Knowledge .- 2.3.3. Hill, Ball and Schilling?s Research on Teachers? Mathematical Knowledge for Teaching.- 2.3.4. Mishra and Koehler?s New Category of Teachers? Mathematical Knowledge for Teaching.- 2.5. Interpretive Summary and Critical Analysis.-References.- CHAPTER 3: Methodology.- 3.1. Introduction.- 3.2. Research Design.- 3.3. Participants.- 3.4. Settings -- 3.5. Data Collection.-3.6. Data Analysis.- References.- CHAPTER 4: Context of Elementary Mathematics Education in South Korea -- 4.1. Introduction.- 4.2. The National Curriculum in South Korea -- 4.3. The National Curriculum and Education Fever in South Korea -- 4.4. The National Mathematics Curriculum at the Elementary Level in South Korea .- 4.5. Summary.-References.- CHAPTER 5: Mathematics Curriculum Knowledge (MCK).- 5.1. Introduction -- 5.2. Mathematics Curriculum Knowledge in Mathematics Instruction.- 5.2.1. Using MCK When Developing and Instructional Process.- 5.2.2. Using MCK When Teaching the Lesson in a Classroom.- 5.2.3. Using MCK When Assessing Students? Work.- 5.3. Interpretative Summary.- References.- CHAPTER 6: Mathematics Learner Knowledge (MLK).- 6.1. Introduction.- 6.2. Mathematics Learner Knowledge.- 6.3. Mathematics Learner Knowledge in Mathematics Instruction.- 6.3.1. Using MLK When Developing and Instructional Process.- 6.3.2. Using MCK When Teaching the Lesson in a Classroom.- 6.3.3. Using MLK When Assessing Students? Work.- 6.4 Interpretative Summary.- References.- CHAPTER 7: Fundamental Mathematics Conceptual Knowledge (FMCK).- 7.1. Introduction.- 7.2. Fundamental Mathematics Conceptual Knowledge.- 7.3. Fundamental Mathematics Conceptual Knowledge in Mathematics Instruction -- 7.3.1. Using FMCK When Developing and Instructional Process -- 7.3.2. Using FMCK When Teaching the Lesson in a Classroom -- 7.3.3. Using FMLK When Assessing Students? Work.- 7.4. Interpretative Summary.- References.- CHAPTER 8: Mathematics Pedagogical Content Knowledge (MPCK) and Mathematics Pedagogical Procedural Knowledge (MPPK).- 8.1. Introduction.- 8.2. The Nature of Categories of Knowledge for Teaching Mathematics.- 8.3. The Relationship Among Categories of Knowledge for Teaching Mathematics.- 8.4. Mathematics Pedagogical Content Knowledge.- 8.5. Mathematics Pedagogical Procedural Knowledge.- 8.6. The Structure of South Korean Elementary Teachers? Knowledge for Teaching Mathematics.- 8.7. Interpretative Summary.- References.- CHAPTER 9: Concluding Remarks, Implications and Future Directions.- 9.1. Introduction.- 9.2. Relationship Among the Categories of Mathematical Knowledge.- 9.3. Conclusion and Implications.-9.5. Future Directions.- 9.6. Closing Comments -- References |
| Summary |
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 |
| Analysis |
onderwijstechnologie |
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educational technology |
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onderwijs |
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education |
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Education (General) |
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Onderwijs (algemeen) |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Online resource; title from PDF title page (EBSCO, viewed March 27 2015) |
| Subject |
Mathematics -- Study and teaching (Primary) -- Korea (South)
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Elementary school teachers -- Training of -- Korea (South)
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Mathematics teachers -- Training of -- Korea (South)
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Teaching skills & techniques.
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Educational equipment & technology, computer-aided learning (Calif.)
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EDUCATION -- Elementary.
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Elementary school teachers -- Training of
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Mathematics -- Study and teaching (Primary)
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Mathematics teachers -- Training of
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Korea (South)
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| Form |
Electronic book
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| Author |
Albert, Lillie R., author
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| ISBN |
9783319135427 |
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3319135422 |
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3319135414 |
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9783319135410 |
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