South Korean Elementary Teachers’ Mathematical Knowledge for Teaching Numbers and Operations

Abstract

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 influence of mathematical knowledge for teaching towards elementary teachers’ mathematical self-efficacy

“…The MKT measures are various due to the nature of the MKT while some tools are qualitative (Hill et al, 2005;Kersting et al, 2012;Ko & Herbst, 2020;König & Kramer, 2016;Schwarz et al, 2008), others are quantitative (Gasteiger et al, 2019;Hill et al, 2004;Mitchell et al, 2014;Senk et al, 2012). Like other types of knowledge, the MKT can be measured directly or indirectly (Kanwar et al, 1990).…”

“…Examples for direct measures include intellectual and practical tests (e.g., task-based, essay, objective tests, classroom video analysis), and classroom observation instruments (Auletto & Stein, 2020;Gasteiger et al, 2019;Hill et al, 2004;Kersting et al, 2012;König & Kramer, 2016). For indirect measures, self-assessments and questionnaires are utilized in research studies to determine how teachers perceived their MKT (Hill et al, 2005;Mitchell et al, 2014), but their validity can be an issue, particularly with low experienced teachers (Kanwar et al, 1990). Moreover, proxy measures (e.g., math background, teaching experience, teaching degree, competency test results, beliefs about mathematics) are other examples of indirect measures used to assess teachers' MKT.…”

“…The quality of the MKT's impact on mathematics teaching effectiveness is mediated by several important factors related to teachers (characteristics and experiences) or external sources (e.g., school, curriculum, policies). Productive teachers' expertise in mathematics teaching and professional learning and development are frequently reported to positively influence their MKT (Hill et al, 2008b;Ko & Herbst, 2020;König & Kramer, 2016;Mitchell et al, 2014). Also, affirmative teacher beliefs about mathematics (e.g., how students should learn math, how teachers should implement the curriculum, how to connect math content to other domains of knowledge, especially the PK) are claimed as a significant internal factor to advance teachers' MKT (Hill et al, 2008b;Kersting et al, 2012).…”

“…Also, affirmative teacher beliefs about mathematics (e.g., how students should learn math, how teachers should implement the curriculum, how to connect math content to other domains of knowledge, especially the PK) are claimed as a significant internal factor to advance teachers' MKT (Hill et al, 2008b;Kersting et al, 2012). In addition, teacher characteristics like teaching degree, license level, major, leadership and professional activities, and mathematics background internally impact the quality of the MKT and instruction practices (Hill, 2010;Mitchell et al, 2014;Senk et al, 2012). Some of these influences have external sources like school environment, curriculum materials and regulations, and educational policies (Hill et al, 2008b;Mitchell et al, 2014).…”

“…In addition, teacher characteristics like teaching degree, license level, major, leadership and professional activities, and mathematics background internally impact the quality of the MKT and instruction practices (Hill, 2010;Mitchell et al, 2014;Senk et al, 2012). Some of these influences have external sources like school environment, curriculum materials and regulations, and educational policies (Hill et al, 2008b;Mitchell et al, 2014). Finally, studies indicate a positive relationship for teachers' MKT with student achievement (Hill et al, 2005), and students' learning outcomes, self-efficacy to learn mathematics, and positive relationship with their teachers (Auletto & Stein, 2020) while it helps mathematics teachers to enhance their knowledge and beliefs about their students (Smith et al, 2012).…”