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http://dx.doi.org/10.7468/jksmee.2012.26.3.317

Effective Mathematics Instruction - Comparison of Conception by Elementary and Secondary School Teachers -  

Pang, Jeong-Suk (Korea National University of Education)
Kwon, Mi-Sun (Namyangju Yangji Elementary School)
Publication Information
Communications of Mathematical Education / v.26, no.3, 2012 , pp. 317-338 More about this Journal
Abstract
This paper compared and contrasted the views of effective mathematics instruction by 223 elementary school teachers and 151 middle school mathematics teachers using a questionnaire with 4 main domains (i.e., curriculum and content, teaching and learning, classroom environment and atmosphere, and assessment) and a total of 48 sub-elements. The analysis of results showed that elementary school teachers put their priority on the curriculum and content domain, while middle school counterparts did on the teaching and learning domain. The teachers commonly agreed with instruction which fosters students' self-directed learning ability, reconstructs the curriculum tailored to students' diverse levels, and establishes appropriate interaction between the teacher and students. However, elementary school teachers agreed more than middle school teachers with regard to the 23 elements related to effective mathematics instruction. In contrast, middle school teachers agreed more than their counterparts as for only 2 elements (instruction fostering mathematical representation and instruction eliciting students' learning motivation). This paper includes suggestions and implications related to Korean teachers' perception of effective mathematics instruction.
Keywords
effective mathematics instruction; elementary school teacher; middle school mathematics teacher; comparison of perception;
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Times Cited By KSCI : 2  (Citation Analysis)
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