Titlebook: Mathematics Teaching and Learning; South Korean Element Rina Kim,Lillie R. Albert Book 2015 Springer International Publishing Switzerland 2

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es – in language teaching.Since Braine’s 1999 volume, none h.Non-native language teachers have often been viewed as an unavoidable fate of the profession, rather than an asset worth exploring and investigating. Now that non-natives are increasingly found teaching languages, and particularly English,

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Introduction,tics matters. Operating under the assumption that elementary teachers’ knowledge for teaching mathematics affects students’ learning, the research focuses on 11 South Korean elementary teachers. Included in this chapter are the purpose of the study and a discussion of the conceptual framework, which

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Context of Elementary Mathematics Education in South Korea,rriculum influences both classroom settings and South Korean elementary teachers’ knowledge for teaching mathematics. This chapter starts with a discussion about the characteristics of the national curriculum in South Korea, including information regarding how the government regulates the quality of

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Knowledge for Teaching Mathematics Category I: Mathematics Curriculum Knowledge,rade according to the National Mathematics Curriculum. Mathematics curriculum knowledge is divided into two subcategories, which are referred to as vertical mathematics curriculum knowledge and horizontal mathematics curriculum knowledge. Vertical mathematics curriculum knowledge represents the gene

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c (a refinement of Moore‘s autoepistemic logic), in which revision of both the speaker‘s and hearer‘s attitudes can be adequately described. As a collateral benefit, efficient automatic reasoning methods for the formalism exist. The theory has been implemented and is now being employed by an utteran