Overview
- Introduces readers to both the general system and current trends in Korean teacher preparation programs
- Shows how administrative support and teacher devotion can make a meaningful difference in Korean language learners’ mathematics learning
- Provides details on how Korean teachers respond to the transition of their classroom situations with Korean language learners
Part of the book series: Mathematics Education – An Asian Perspective (MATHEDUCASPER)
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Table of contents (9 chapters)
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Front Matter
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Teacher Education in South Korea
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Front Matter
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Teacher Perspectives and Practices with KLLs
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Front Matter
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Final Thoughts
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Front Matter
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Back Matter
Keywords
About this book
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.
Authors and Affiliations
About the authors
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 Buffalo–The 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.
Bibliographic Information
Book Title: Rethinking the Teaching Mathematics for Emergent Bilinguals
Book Subtitle: Korean Teacher Perspectives and Practices in Culture, Language, and Mathematics
Authors: Ji Yeong I, Hyewon Chang, Ji-Won Son
Series Title: Mathematics Education – An Asian Perspective
DOI: https://doi.org/10.1007/978-981-15-0966-7
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Singapore 2019
Hardcover ISBN: 978-981-15-0965-0Published: 21 November 2019
Softcover ISBN: 978-981-15-0968-1Published: 21 November 2020
eBook ISBN: 978-981-15-0966-7Published: 09 November 2019
Series ISSN: 2366-0155
Series E-ISSN: 2366-0163
Edition Number: 1
Number of Pages: XI, 190
Number of Illustrations: 22 b/w illustrations, 16 illustrations in colour
Topics: Mathematics Education, Teaching and Teacher Education, Language Education