An Analysis of Korean Mathematics Teachers' Interviews and Responses to the Measures of Effective Teaching Items

• In Event: Poster Session 2
  In Poster Session: Multiple Dimensions of Teaching in the Content Area

Abstract

To help Korean teachers’ development of mathematical knowledge for teaching, the current study surveyed Korean teachers’ knowledge for teaching algebra using the items developed as part of the larger Measures of Effective Teaching (MET) study and interviewed them with the items. The p-plus values of Korean teachers’ responses are not always higher than that of U.S. teachers’ responses. Furthermore, the p-plus values of Korean teachers are relatively low for items about functions, unlike for items about expressions and equations. The present research also found that having knowledge about students’ typical errors always does not help to evaluate mathematical explanations and teachers’ typical teaching methods sometimes hinder to investigate mathematical approaches for teaching purposes.

Authors

• Yeon Kim, Silla University

• Soo Jin Lee, Korea National University of Education