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The Story of a South Korean Elementary Teacher’s Knowledge of Mathematics Curriculum

김리나|신항균
한국수학교육학회|2014.12|초등수학교육 (Education of Primary School Mathematics)|제17권 제3호|pp. 173-188

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참고문헌

키워드

초등학교교사교육pedagogical content knowledgecurriculum knowledge for teaching mathematicsmathematics curriculum knowledgeteacher’s knowledge for teaching mathematics수학교육과정지식교육학적 내용지식수학 교수를 위한 교사의 지식

초록

The aim of the case study presented in this paper was to explore mathematics curriculum knowledge of a South Korean elementary teacher. An in-depth case study is applied to examine mathematics curriculum knowledge that influences teachers’ instructional process including analysis of diverse artifacts such as lesson plan, observation and interviews. Findings of this study suggest that mathematics curriculum knowledge has direct relevance to teaching a lesson, designing a lesson and assessing students’ work. In addition, this study identified that mathematics curriculum knowledge may be divided into two sub-categories: vertical mathematics curriculum knowledge and horizontal mathematics curriculum knowledge. The results of this case study help our understanding of South Korean elementary teachers’ mathematics curriculum knowledge, which has a deep impact on their teaching practice. Moreover, this cross-national research offers implications for researchers, policymakers, and teachers in U.S. as well as those in South Korea.

Abstract

The aim of the case study presented in this paper was to explore mathematics curriculum knowledge of a South Korean elementary teacher. An in-depth case study is applied to examine mathematics curriculum knowledge that influences teachers’ instructional process including analysis of diverse artifacts such as lesson plan, observation and interviews. Findings of this study suggest that mathematics curriculum knowledge has direct relevance to teaching a lesson, designing a lesson and assessing students’ work. In addition, this study identified that mathematics curriculum knowledge may be divided into two sub-categories: vertical mathematics curriculum knowledge and horizontal mathematics curriculum knowledge. The results of this case study help our understanding of South Korean elementary teachers’ mathematics curriculum knowledge, which has a deep impact on their teaching practice. Moreover, this cross-national research offers implications for researchers, policymakers, and teachers in U.S. as well as those in South Korea.

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