This book focuses on the role of cultural background in Korean public schools, and provides essential insights into how Korean teachers perceive and respond to the transition of their classroom situations with Korean language learners. It reveals the perspectives and the practices of Korean teachers, especially with regard to multicultural students who struggle with language barriers when learning mathematics. The information provided is both relevant and topical, as teaching mathematics to linguistically and culturally diverse learners is increasingly becoming a worldwide challenge.

Autorentext

Dr. Ji Yeong I graduated with a PhD from the University of Missouri, USA, and is currently an Assistant Professor at the School of Education, Iowa State University, USA. Her research interests include supporting Emergent Bilinguals and culturally diverse learners in learning mathematics; problem solving in mathematics and mathematical modelling; preparing and supporting effective mathematics teachers through culturally responsive teaching; and developing a framework for teaching mathematics to diverse language learners.

Dr. Hyewon Chang is a Professor at the Department of Mathematics Education, Seoul National University of Education, Korea. Her research interests lie in developing mathematics curricula and elementary mathematics textbooks; problem solving in mathematics and mathematical modelling; multicultural education in mathematics; and the history of mathematics, especially mathematics in the Choseon Dynasty.

Dr. Ji-Won Son is an Associate Professor of Mathematics Education at the University at BuffaloThe State University of New York, USA. Recognizing the gaps between various types of curricula, through her research she has looked for better ways to improve student and teacher learning, especially from a cross-cultural perspective. The four main research interests she has pursued include: teacher noticing and learning, teachers' curricula use, mathematics curriculum/task analysis, and international comparative studies. She has looked for ways to improve students' understanding and teachers' instructional practices, especially for underrepresented girls and emergent bilinguals, by means of project-based learning, storytelling-based approaches, and history-infused curricula.

Inhalt

1 Introduction.- Part I. Teacher Education in South Korea.- 2 Backgrounds of Teacher Education System in South Korea.- 3 Types and Contents of Teacher Education in Korea.- Part II. Teacher Perspectives and Practices with KLLs.- 4 Literature Review and Framework.- 5 Methods: Mixed-Methods Research Design.- 6 Results from Teacher Survey: Korean Teachers' Perspectives on Teaching Mathematics for KLLs.- 7 Results from Case Study: Mathematics Lessons from KLLs at Uri Elementary School.- Part III Final Thoughts.- 8 Discussion and Conclusion: Korean Teachers' Perspectives and Practices.- 9 Implications and Conclusion.