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http://dx.doi.org/10.7468/jksmec.2022.25.4.343

South Korean Elementary Teachers' Perception about Students' Mathematics Listening Ability  

Kim, Rina (Mogun Elementary School)
Publication Information
Education of Primary School Mathematics / v.25, no.4, 2022 , pp. 343-360 More about this Journal
Abstract
In mathematics classes, the verbal explanation may contain diverse mathematical concepts and principles in short sentences. It may also include mathematics symbols and terms that might not be used in everyday life. Therefore, students may need particular listening ability in order to understand and participate in mathematics communication. Unlike general listening, the listening ability for mathematics classes may require student to integrate their mathematical and linguistic knowledge. The aim of this study is to reveal the subdomains of listening ability for mathematics classes in a elementary school. I categorized listening ability for mathematics classes in a elementary school from the literature. The categories of listening ability for mathematics are Interpretive Listening, Evaluative Listening, Hermeneutic Listening, Selective Listening, Pretend Listening, and Ignored Listening. In order to develop a framework for understanding listening ability for mathematics classes, I investigated a hierarchy of 412 South Korean elementary teachers' perception. Through a web-based survey, the teachers were asked to rank order their beliefs about and students' listening ability. Findings show that teachers' perceptions about listening ability for mathematics classes are divergent from current research trends. South Korean elementary teachers perceived Interpretive Listening as the most important listening.
Keywords
math listening comprehension; elementary school math; mathematical communication; math listening skills;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
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