• Journal of Elementary Mathematics Education in Korea
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• v.23 no.3
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• pp.289-303
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• 2019

The aim of this study was to seek for the purpose of social justice of mathematics education based on the understating of a critical race perspectives. This paper is consisted of two parts. First, I analyzed literatures of mathematics education for social justice in order to understand the discussions and concerns related to the topic. Second, I used the selected tenets of critical race theory to examine mathematics education for social justice scholarship. From the analysis, I concluded the current capacity of mathematics education for social justice toward addressing race issues in a mathematics classroom.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.517-538
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• 2018

The purpose of this study is to lay the groundwork for effectively supporting mathematics learning for multi-cultural students by enhancing understanding of the cultural background regarding mathematics. In order to attain these purposes, this study compared to learning contents, deployment of contents, teaching method of the Korean and Vietnamese elementary mathematics textbooks. According to analysis, Vietnamese textbooks emphasize mathematical rigor and logic over Korean textbooks, and it integrate learning contents from various areas according to mathematical relevance. But Vietnamese textbooks do not present the connection between mathematical content, such as the combination, symmetry, and coverage of shapes. While Korean textbooks use teaching method that students find and define the concept of shapes themselves, Vietnamese textbooks present concepts of shapes and let students to learn about them. From this result, this study presented suggestions for supporting mathematics learning for multi-cultural students.

• School Mathematics
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• v.13 no.1
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• pp.37-63
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• 2011

This research had investigated the teaching practice in the mathematics classrooms with immigrant students to describe how effectively mathematics teachers create inclusive learning environment of mathematics. The analysis of the data from the elementary schools suggests that teaching practice in the class was consistent to the criteria for 'contextualization of students' lived experience' and 'mathematical conversation'. However, while the quantitative results suggested that the teachers showed high expectation to their students in their teaching, the qualitative analysis revealed the teacher's beliefs and attitudes against providing equitable educational opportunity for every student. In the middle school classrooms, it was found that the teaching practices were not compatible to the goals of multicultural mathematics education. The analysis of the survey data regarding teachers' multicultural competence suggests that the teachers possessed rather advan]ced understanding of multicultural mathematics education but they need materials and pedagogy for classroom teaching from multicultural perspectives.

• The Mathematical Education
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• v.48 no.4
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• pp.419-442
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• 2009

This study was to find the difficulties students faced in their mathematical learning and to identify the instructional dimensions a teacher provided for the students from multi-cultural background. Since the study was focused on the process of students' learning, the qualitative method was chosen through clinical interviews with 2 students in a total of 11 units which played a role of compensating their learning of mathematics as an extra curriculum. The students solved the computational problems relying on formal procedure without understanding of concepts and principles and solved the word problems based on own interpretation of certain words without semantic comprehension out of math sentences. As the instructional dimensions of teaching mathematics, tasks, a tool and classroom norm were found in the activities they performed. For the tasks, situated tasks, challenging tasks, tasks with lack of conditions, and open-ended exploratory tasks were used. As the tool, pictorial representations were very useful to describe their ideas. Finally, as the classroom norm, consider equity for everyone, and cooperate and encourage each other were found.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.1
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• pp.107-121
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• 2015

The purpose of the present study is to find out some implications from comparing mathematical education of Israel and Singapore. This study examined what values are represented in schooling of both Israel and Singapore and what factors are influencing mathematics teacher education of both countries. Education in Israel and Singapore plays a significant role for the survival of the nation and economic success, and the education system is focused on elitism, especially in terms that they have selective system of students and restrictive exams from the elementary school level. The educational system in both countries provides students with little opportunities for social mobility, because students from the low SES families are not equally exposed to educational facilities and experiences. The results of this study imply that the critical factor affecting students achievement in Israel and Singapore seems to be the quality of teacher education system and the quality of teachers. In particular, it seems that we need to be very careful of uncritically adopting mathematical ideas from both Israel and Singapore, because they both have very different contexts of educational goals, educational policies, racial and cultural factors from Korea.

• School Mathematics
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• v.15 no.1
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• pp.179-199
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• 2013

In this study we grasp what contents in the mathematics curriculum the students of multicultural and North Korean migrant families are vulnerable to and we would like to provide the bases to devise the appropriate teaching and learning methods for them. In order to this work we used the results of 2011 National Assessment Educational Achievement. We categorized students from multicultural and North Korean migrant families into children from international marriage family (born in country or immigrated), foreign family, and North Korean migrant family and compared each category with the whole students. First, for each school class we analyzed characteristics of academic achievement by ratio of achievement level, means of calibrated score, and percentages of correct answers in NAEA, mean percentages of correct answers by content domains, and percentages of correct answers by items. In addition to these we analysed items qualitatively and investigated study conditions in which the students of multicultural and North Korean migrant families have difficult times. In every subgroup the more ratio of advanced level decreases and ratio of below basic level increases the more school classes go up. Also these phenomena appear differently by each group and by content domain. For this reason by group, the supporting on learning will be needed.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.3
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• pp.305-321
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• 2019

Rapid demographic changes such as international marriages and immigration have led to the transition of Korea to a multicultural society, thereby causing the need for education for multicultural students. In particular, there is a growing need to support Korean Language Learners (KLLs) who learn in Korean in their classrooms and whose native language is a foreign language. This study aims to adapt some teaching strategies of the SIOP model developed in the U.S. for English Language Learners(ELLs) to fit classroom situations in Korea and apply them to the Korean language learners to analyze the features of mathematical communication and to examine the possibility of a change in mathematical errors. Specifically, three KLLs in 5th grade participated in seven geometry lessons adapting some characteristics of SIOP model and then, their mathematical communication and mathematical errors were analyzed. The results of this study are expected to provide didactical implications for identifying characteristics of KLLs and for setting direction for teaching them mathematics.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.389-409
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• 2009

This article was to investigate the previous research as a research synthesis in the area of Mathematics Education for students with diversity including multi-cultural education, language minority, and social economic status. The following summaries were made: Recognizing equity in students with diversity; Restoring teachers' perspectives toward poststandardization; Introducing creative curricular based on students' characteristics; Application of the direct instruction; Foci on interests, challenges and mastery learning; Application of Anchored Instruction; Application of CRA; Tasks, tools, & classroom norms; Enhancement of connection and communication using small-group activity; Development of programs enriched by bilingual education; and Producing curriculum for students from North Korea.

• The Mathematical Education
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• v.58 no.1
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• pp.101-120
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• 2019

The goal of this study was to apply an expectancy-value model(Wigfield & Eccles, 2000) to explain changes in six multi-ethnic students' achievement motivation in mathematics during sixth (2012) to eighth (2014) grades. In order to achieve this goal, we used narrative research methods. Although individual students' achievement motivation and mathematics related life experiences differed, there are some common factors influencing their motivation development, especially (a) roles played by parents and teachers; (b) assessment of peers' competencies; (c) past learning experiences related to mathematics curriculum; (d) perception of the relationship between mathematics competency and other subjects; (e) home backgrounds; and (f) perceived task values. In this study, we achieved some insight into why some multi-ethnic students are willing to study hard to get good scores while others are uninterested in mathematics, and why some multi-ethnic students are likely to pursue new mathematical tasks and persist despite challenges, while others easily give up studying mathematics in the face of adversity. We argue that in order to increase and sustain multi-ethnic students' achievement motivation, educators and parents should recognize that motivation is contextually formulated in the intersection of current people, time, and space, not a personal entity formed in an individual's mind. The findings of this study shed light on the development of achievement motivation and can inform efforts to develop multi-ethnic students' positive motivation, which might influence their mathematics achievement and success in school.

• Communications of Mathematical Education
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• v.24 no.2
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• pp.301-323
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• 2010

This study was to find the direction to assessment of school mathematics in accordance with 2009 reformed curriculum. As new trends in the latest reformed 2009 curriculum, creativity, multicultural education, and mathematics disposition were focused. In creativity, more items should be developed for enhancing students' ability in areas of fluency, elaborateness, and originality, besides flexibility which was mostly dealt in the formal assessments that have been done previously in school. In multicultural education. purposeful bilingual programs should be developed in mathematics education to improve not only students' language skill, but also mathematical ability. In mathematical disposition, various questionnaires including checklists along with clinical interview should be provided to evaluate students' on-going process of mathematical learning.