05306nmm a2200325 u 4500001001200000003002700012005001700039007002400056008004100080020001800121100001400139245016500153250001700318260005600335300006100391505078500452505066901237505095201906505038902858653001403247653002703261653002703288700003203315710003403347041001903381989003603400856007203436082001103508520146103519EB001028525EBX0100000000000000082211500000000000000.0cr|||||||||||||||||||||150402 ||| eng a97833191354271 aKim, Rina00aMathematics Teaching and LearninghElektronische RessourcebSouth Korean Elementary Teachers' Mathematical Knowledge for Teachingcby Rina Kim, Lillie R. Albert a1st ed. 2015 aChambSpringer International Publishingc2015, 2015 aXV, 152 p. 26 illus., 2 illus. in colorbonline resource0 aMathematics Pedagogical Content Knowledge (MPCK) and Mathematics Pedagogical Procedural Knowledge (MPPK).- 8.1. Introduction.- 8.2. The Nature of Categories of Knowledge for Teaching Mathematics.- 8.3. The Relationship Among Categories of Knowledge for Teaching Mathematics.- 8.4. Mathematics Pedagogical Content Knowledge.- 8.5. Mathematics Pedagogical Procedural Knowledge.- 8.6. The Structure of South Korean Elementary Teachers’ Knowledge for Teaching Mathematics.- 8.7. Interpretative Summary.- References.- CHAPTER 9: Concluding Remarks, Implications and Future Directions.- 9.1. Introduction.- 9.2. Relationship Among the Categories of Mathematical Knowledge.- 9.3. Conclusion and Implications.-9.5. Future Directions.- 9.6. Closing Comments -- References0 aMathematics Learner Knowledge (MLK).- 6.1. Introduction.- 6.2. Mathematics Learner Knowledge.- 6.3. Mathematics Learner Knowledge in Mathematics Instruction.- 6.3.1. Using MLK When Developing and Instructional Process.- 6.3.2. Using MCK When Teaching the Lesson in a Classroom.- 6.3.3. Using MLK When Assessing Students’ Work.- 6.4 Interpretative Summary.- References.- CHAPTER 7: Fundamental Mathematics Conceptual Knowledge (FMCK).- 7.1. Introduction.- 7.2. Fundamental Mathematics Conceptual Knowledge.- 7.3. Fundamental Mathematics Conceptual Knowledge in Mathematics Instruction -- 7.3.1. Using FMCK When Developing and Instructional Process -- 0 aIntroduction.- 1.1. Why elementary teachers’ knowledge matter.- 1.2. Purpose of the Study and Research Question.- 1.3. Framework.- 1.3.1. Theoretical Orientation.- 1.3.2. Conceptual Framework.- 1.4. Organization of the Book.- References.- CHAPTER 2: A Pedagogical Overview of Related Research.- 2.1. Introduction.- 2.2. Sociocultural Theory.- 2.3. Research on Teachers’ Mathematical Knowledge for Teaching.- 2.3.1. Shulman’s Research on Teachers’ Knowledge for Teaching.- 2.3.2. Fennema and Franke’s Research on Mathematics Teachers’ Knowledge .- 2.3.3. Hill, Ball and Schilling’s Research on Teachers’ Mathematical Knowledge for Teaching.- 2.3.4. Mishra and Koehler’s New Category of Teachers’ Mathematical Knowledge for Teaching.- 2.5. Interpretive Summary and Critical Analysis.-References.- CHAPTER 3: Methodology.- 3.1. Introduction.- 3.2. Research Design.- 3.3. Participants.- 3.4. Settings -- 0 aContext of Elementary Mathematics Education in South Korea -- 4.1. Introduction.- 4.2. The National Curriculum in South Korea -- 4.3. The National Curriculum and Education Fever in South Korea -- 4.4. The National Mathematics Curriculum at the Elementary Level in South Korea .- 4.5. Summary.-References.- CHAPTER 5: Mathematics Curriculum Knowledge (MCK).- 5.1. Introduction -- aEducation aLearning & Instruction aEducational Technology1 aAlbert, Lillie R.e[author]2 aSpringerLink (Online service)07aeng2ISO 639-2 bSpringeraSpringer eBooks 2005- uhttps://doi.org/10.1007/978-3-319-13542-7?nosfx=yxVerlag3Volltext0 a371.33 aThis analysis of elementary mathematics instruction in South Korea examines local successes while spotlighting global concerns of education professionals. Findings in this research reveal specific domains of mathematics knowledge that best influence students' understanding, retaining, and owning of content. Aspects of teacher knowledge studied go beyond mastery of the subject matter, extending to how educators impart knowledge and how learners develop productive relationships with information. These results suggest possibilities for future directions in teacher training, certification, and career development. Among the topics covered: Models and methods for studying mathematical knowledge for teaching. Teachers' knowledge for teaching mathematics: a history of the research. Five categories of elementary mathematics teachers' knowledge and how they interrelate in teaching. Uses of different types of educational knowledge in lesson planning, classroom teaching, and evaluating student work. The role of pedagogical procedure in establishing pedagogical content knowledge. The social context of South Korea's National Mathematics Curriculum. By emphasizing teacher quality and school accountability, Mathematics Teaching and Learning identifies--and addresses--issues of pressing importance to education researchers, teacher educators, and mathematics educators, and has the potential to inform administrators and policymakers.