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Connecting Research and Practice: Teaching for Robust Understanding of Mathematics Framework in a Korean Mathematics Classroom Context  

Kim, Hee-jeong (Hongik University)
Publication Information
Journal of Educational Research in Mathematics / v.27, no.4, 2017 , pp. 639-661 More about this Journal
Abstract
This article reviews several classroom observational frameworks and introduces one of them, Teaching for Robust Understanding of Mathematics (TRU Math) framework, in more detail. The TRU Math framework has unique features, especially of which it helps researchers and practitioners analyze lessons with a focus on opportunities to learn and on how students access to the learning opportunities in mathematics classrooms rather than focusing on teacher behaviors. In this article, using this TRU Math framework, a Korean high school mathematics lesson was analyzed. The analysis illustrates the aspects of good mathematics teaching according to the five dimensions that we theorized. It provides implications on how to better use the tool for both research and practice in Korean school culture and teacher professional development contexts.
Keywords
Teacher Professional Development; Mathematics Classroom Observation Framework; Teaching for Robust Understanding of Mathematics;
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