We examined South Korean elementary teachers' mathematical knowledge for teaching numbers and operations and the factors that contribute to this knowledge. We used a translated and adapted version of the Learning Mathematics for Teaching Project measures and the Quadric Survey to collect information on the teachers' knowledge of teaching the subject and their background information. Based on the statistical analysis (ANOVA and multiple regression mode), we found that the teachers' knowledge for teaching mathematics might differ based on teaching experience, academic degree related to elementary mathematics education, certification level, and educational districts in which they work.
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.
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