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http://dx.doi.org/10.7468/jksmec.2014.17.3.173

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

Kim, Rina (Seoul Mogun Elementary School)
Sihn, Hang Gyun (Seoul National University of Education)
Publication Information
Education of Primary School Mathematics / v.17, no.3, 2014 , pp. 173-188 More about this Journal
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.
Keywords
curriculum knowledge for teaching mathematics; mathematics curriculum knowledge; pedagogical content knowledge; teacher's knowledge for teaching mathematics;
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