Good mathematics instruction in South Korea

Jeongsuk, Pang

doi:10.1007/s11858-009-0169-5

Cited by 34 publications

(22 citation statements)

References 13 publications

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“…The results showed that Korean teachers perceived the importance of essential concepts and their connections in mathematics teaching. This result is aligned with the most salient characteristic of Korean classroom expertise, which is an emphasis on mathematical content (Pang, 2009). However, the teachers also thought that effective mathematics teaching includes enhancement of mathematical processes, such as problemsolving, communication, and reasoning, as well as consideration of students' individual differences and concerns.…”

Section: Discussionsupporting

confidence: 63%

Elementary and Secondary School Teachers' Perspectives of Effective Mathematics Teaching

Jeongsuk¹,

Kwon²

2015

Research in Mathematical Education

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This paper compares and contrasts the perspectives of effective mathematics teaching by 135 elementary school teachers, 132 middle school teachers, and 124 high school teachers using a questionnaire in South Korea. All groups of teachers chose in common the teaching and learning strand as the most important for effective mathematics instruction. However, elementary school teachers placed greater importance on the curriculum and content strand than their counterparts did. Elementary school teachers tended to agree more upon the 48 items related to good mathematics teaching than their counterparts did. The similarities and differences among the groups of teachers are expected to provoke discussion of what constitutes high-quality mathematics instruction and how such perspectives may be situated in the socio-cultural context.

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Section: Discussionsupporting

confidence: 63%

Elementary and Secondary School Teachers' Perspectives of Effective Mathematics Teaching

Jeongsuk¹,

Kwon²

2015

Research in Mathematical Education

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“…The approach of exemplary lesson development has been used in the Chinese mainland to improve the quality of mathematics instruction (Huang & Bao, 2006). Instructional contests are organized to promote quality mathematics instruction in several education systems in East Asia (e.g., Lin, 2008;Pang, 2008;Shimizu, 2008). Master teachers also play an important role in improving mathematics instruction in the Chinese mainland (e.g., Li, Huang, Bao, & Fan, 2009).…”

Section: Discussionmentioning

confidence: 99%

Searching for good mathematics instruction at primary school level valued in Taiwan

Lin

2009

ZDM Mathematics Education

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In this article, we aim to provide a glimpse of what is counted as good mathematics instruction from Taiwanese perspectives and of various approaches developed and used for achieving high-quality mathematics instruction. The characteristics of good mathematics instruction from Taiwanese perspectives were first collected and discussed from three types of information sources. Although the number of characteristics of good mathematics instruction may vary from one source to another, they can be generally organized in three phases including lesson design before instruction, classroom instruction during the lesson and activities after lesson. In addition to the general overview of mathematics classroom instruction valued in Taiwan, we also analyzed 92 lessons from six experienced teachers whose instructional practices were generally valued in local schools and counties. We identified and discussed the characteristics of their instructional practices in three themes: features of problems and their uses in classroom instruction, aspects of problem-solution discussion and reporting, and the discussion of solution methods. To identify and promote high-quality mathematics instruction, various approaches have been developed and used in Taiwan including the development and use of new textbooks and teachers' guides, teaching contests, master teacher training program, and teacher professional development programs.

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“…Based on the analysis of the video-recorded lessons taught by an elementary mathematics teacher over a year in Korea, Pang (2009) found that using the guided investigations was a major feature of her lessons, in which the teacher used one specific problem to elicit students' multiple solutions and then carefully orchestrated classroom discussion to lead the students towards higher-level mathematics thinking skills. The TIMSS 1995 video study that analyzed the lessons taught in 8th grade Japanese classrooms revealed that Japanese teachers went into greater depth to develop students' mathematical concepts and procedures leading to a focus on reasoning and proof in their lessons (Hiebert & Stigler, 2000;Stigler et al, 1999).…”

Section: Empirical Basesmentioning

confidence: 99%

Quality Mathematics Instructional Practices Contributing to Student Achievements in Five High-Achieving Asian Education Systems: An Analysis Using TIMSS 2011 Data

Cheng

2014

Front Educ China

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Although teaching quality is seen as crucial in affecting students' performance, what types of instructional practices constitute quality teaching remains a question. With the theoretical assumptions of conceptual and procedural mathematics teaching as a guide, this study examined the types of quality mathematics instructional practices that affect students' mathematics learning across five high-performing Asian education systems using the Trends in International Mathematics and Science Study (TIMSS) 2011 dataset. It found that no combinations of the components of conceptual and procedural mathematics teaching practices exist consistently across the five education systems. Results from the study provide important implications for practitioners and policy makers regarding how to improve mathematics teaching and learning in these Asian education systems as well as elsewhere.

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Good mathematics instruction in South Korea

Cited by 34 publications

References 13 publications

Elementary and Secondary School Teachers' Perspectives of Effective Mathematics Teaching

Elementary and Secondary School Teachers' Perspectives of Effective Mathematics Teaching

Searching for good mathematics instruction at primary school level valued in Taiwan

Quality Mathematics Instructional Practices Contributing to Student Achievements in Five High-Achieving Asian Education Systems: An Analysis Using TIMSS 2011 Data

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