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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.
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.
This book provides a unique international comparative perspective
on diverse issues and practices in mathematics education between
and among the US and five high-performing TIMSS education systems,
Japan, China, Singapore, South Korea, and Taiwan. The book offers
multiple perspectives on the important factors that contribute to
mathematics teaching and learning in different educational systems
and cultural contexts. Using large scale data generated by numerous
international comparative studies, the book analyzes and provides
context for various methodological perspectives. The book raises
compelling questions and issues for mathematics education
researchers, leading to a critical examination of what can be
learned from other education systems. Authors address four major
research perspectives by critically examining cross-national
similarities and differences, such as research on the influence of
curriculum on student learning; research on institutional systems
of mathematics teacher education; research on improving teacher
knowledge and pedagogical approaches; and research using
large-scale data. This collection of perspectives serves as a
foundation for reviewing and analyzing the international
comparative studies introduced in the book.
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