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Rina Kim • Lillie R. Albert

Mathematics Teaching and Learning South Korean Elementary Teachers’ Mathematical Knowledge for Teaching

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Rina Kim Seoul Mogun Elementary School Seoul, South Korea

Lillie R. Albert Teacher Education Boston College Lynch School of Education Chestnut Hill Massachusetts USA

ISBN 978-3-319-13541-0          ISBN 978-3-319-13542-7 (eBook) DOI 10.1007/978-3-319-13542-7 Library of Congress Control Number: 2015933512 Springer Cham Heidelberg New York Dordrecht London © Springer International Publishing Switzerland 2015 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer International Publishing is part of Springer Science+Business Media (www.springer.com)

Dedication To our families, mentors, and friends

Preface

This book is about the study of teachers’ mathematical knowledge for teaching. The purpose of the research is to identify the categories of South Korean elementary teachers’ knowledge for teaching mathematics. It offers ways to conceptualize mathematics teachers’ knowledge within a sociocultural context. Our emphasis is on how the general educational context of South Korea affects elementary teachers’ knowledge for teaching mathematics. Specifically, crucial elements of this discussion are the influence of South Korea National Mathematics Curriculum and Education Fever on the mathematical teaching practices of eleven elementary teachers. Throughout this book, we highlight this influence in several ways. First, we discuss the role of South Korea National Mathematics Curriculum in the relevant literature chapter, and then applying a historical lens, we devote an entire chapter to provide the reader with the state of South Korea national curriculum. We also highlight the voices of the teachers, presenting their perspectives about how the national curriculum serves as a guide for planning and classroom instruction. Second, Education Fever embodies Korean society’s aspiration to balance the goal of high achi