### 韓國課程

The School curriculum of the Republic of KoreaSchool Mathematics Curriculum in Korea

http://link.springer.com/article/10.1007%2Fs11858-012-0392-3New challenges in the 2011 revised middle school curriculum of South Korea: mathematical process and mathematical attitude

### http://matrix.skku.ac.kr/For-ICME-11/ICME/first.html

2008http://matrix.skku.ac.kr/For-ICME-11/ICME/first.html

http://matrix.skku.ac.kr/For-ICME-11/ICME/dia_bluve.gif Preface : [PDF]http://matrix.skku.ac.kr/For-ICME-11/ICME/dia_brown.gif Main Contents

[*].htm]Math Curriculum of Korea [PDF]

[*]Mathematics Education in Korea after TIMSS [PDF]

[*]Hee-chan Lew

[*]School Mathematics Curriculum of Korea [PDF]

[*]Suk-yun Paik

[*]Development and Characteristics of Korean Elementary Mathematics textbooks [PDF]

[*]Jeong Suk Pang

[*]Development and Characteristics of Korean Secondary Mathematics textbooks [PDF]

[*]Kyung Hwa Lee

[*]Factors Contributing to Korean Students’ High Achievement in Mathematics[PDF]

[*]Kyungmee Park

[*]Gfted Education in Korea [PDF]

[*]Kyungmee Park

[*]Teaching and Learning in K-6 mathematics Classroom [PDF]

[*]Man Goo Park

[*]Teaching and Learning in Secondary Mathematics Classroom [PDF]

[*]Moon-sook Jung

[*]Teacher Education in Korea : The Case of Mathematics Teachers [PDF]

[*]Oh Nam Kwon

[*]Mathematics Assessment in Korea

[*]Woo Hyung Whang

http://www.slideshare.net/miaoniguo/ss-3658500

1. Teaching and Learning of Mathematics in Korea Kyung Hwa, Lee Seoul National University

2. To give an overall picture of Korean mathematics education To identify characteristics, strengths, and weaknesses of Korean mathematics education practice The aim of this talk:

3. Contents Lee Kyeong Hwa 1. Teachers & Students in Korean Society 2. Challenges to Korean Math teachers 3. “Typical” & “Good” Mathematics Teaching 4. Characteristics, strengths, and weaknesses

4. 君師父一體 Everyone can learn and become human if he/she finds a teacher Students must obey teachers Teacher is the last profession that is and should be respected by society Teacher is future maker Teachers in Korean Society

5. 學無止境 Studying is difficult and needs a lot of efforts Students should study continuously Students should make every endeavour to tackle hard tasks Diligence and perseverance are important values that students should have Students in Korean Society

6. Exam-oriented education Parents and students try to find ( better? ) teachers out of school Teachers of private institutes Teachers of on-line learning programs, etc. Change and Challenge (1) Competitive society

7. To improve efficiency and significance of students' mathematical learning Joy of discovery and maintain students’ interest Positive attitude toward mathematics Mathematical communication Change and Challenge (2) Curriculum reform(1997, 2007)

8. Lee Kyeong Hwa Change and Challenge (3) Not teacher-friendly Cartoon, story, game, puzzle, etc New textbooks Real-life context Student-centered Creative thinking

9. Typical Korean Math Teacher Orchestration of lessons Complete practice Coherent explanation Efficient imprinting Systematic instruction

10. Systematic instruction There is a pattern in their lessons Teacher initiates and leads learning Focuses primarily on procedures Gives priority to efficient delivery o f content Conclusion ? Introduction Development

11. Coherent explanation Learn by imitation Fundamental Guide to Math an obligation to make students Learn the intended content Within a given time limit Kind Easy Intuitive Insightful Model

12. Complete practice Long period of time to establish fundamental Hard for students to understand in the beginning Duty Persuade and cheer up students to practice as much as possible Emotional Parent-like

13. Efficient Imprinting Last 3-5 minute-long imprinting provides students with efficient condensation of the intended learning content in a lesson What students should keep in mind How to memorize definitions, algorithms, etc Why some specific knowledge is prior to others Special order, context, map, relationship, etc

14. “ Good” mathematics teaching Enculturation Focused on process Conceptual understanding Guide to invention Positive attitude Rich context Meaningful Appropriate provocative Participation Student-centred Various contribution

15. Lee Kyeong Hwa Design a lesson creatively and appropriately Lead students to explore and understand content Have enough PCK and CK Promote students’ creativity and thinking Extend and synthesis students’ thinking Ask adequate and diverse level of questions Use instructional materials timely Good mathematics teachers …

16. T: A soccer ball is made of black and white pieces of leather as you can see in the picture. What kind of problems do you want to explore with a soccer ball? One example

17. Problems by Students How can we make it? How many white pieces? _________ vertices? _________ edges? etc Why the manufacturer chose that shape? Different ways to make?

18. Task (1) How many pentagons are on the whole soccer ball? How many hexagons are on the whole soccer ball?

19. S1: So what is your answer? Mine is 12. S2: Regular pentagon? 12. I counted the regular hexagon first. It ’ s 19. S3: So did I, but in my case, it ’ s different, it ’ s 20. S1: How did you count? S2: Well, I started at this face, let ’ s count again , one, two, … , twenty. Oh, it ’ s strange, what ’ s happening here! Conversation (1) 1

20. S 4 : I think 20 is correct because there were no mistakes before. Maybe you ’ ve missed one. S 2 : I need to count once again. By the way, all of you got 20? S1, S 5 : Yeah. S1 : Why don ’ t you count by following different direction s ? I t might be helpful. Conversation (2) 2

21. S 5 : Directions? Why do we consider directions? S 2 : If we collect lots of evidence, then we can believe a lot. Is it correct? S1 : In addition to that, there would not be mistakes if we insist on direction while counting. S 5 : Oh! That ’ s a good idea. Then we had better investigate how many directions are there .

22. S1 reasoned semantically proved not by direct counting or mathematical calculation but by systematic counting 5 directions 4 hexagons for each direction 5 ×4=20

23. S12: We know there are 12 pentagons. For each pentagon there are 5 hexagons, for each hexagon there are 3 pentagons. Thus ( 12 ×5)/3 = 20. Conversation (3) 3

24. Task (2) How many vertices are there? Explain how you found it. How many edges are there? Explain how you found it.

25. Task (3) Looking at every vertex, what do you see? For every vertex, there are 1 pentagon and 2 hexagons

26. Definition by students Spherelike (All the same for every vertex) Not spherelike (Not same for every vertex)

27. Task (4) How many spherelike solids can be made if we use regular triangles? How many spherelike solids can be made if we use squares? How many spherelike solids can be made if we use regular pentagons?

28. Task (5) How many spherelike solids can be made if we use regular hexagons? How many spherelike solids can be made if we use two kinds of regular polygons such as a soccer ball?

29. Representation “ Looking at one vertex, we know what kinds of polygons there are, are able to name it” (3, 4, 4, 4) (5, 3, 5, 3)

30. Observation & Discovery Students made many kinds of spherelike solids Described each solid from their own perspective Sphere solid (3,4,4,4) (5,6,6) (4,6,6) (3,6,6) (3,4,3,4)

31. Observation & Discovery Calculated the sum of interior angles collected at one vertex Discussed the meaning of the value A Sphere solid Each ver. (3,4,4,4) 330 (5,6,6) 348 (4,6,6) 330 (3,6,6) 300 (3,4,3,4) 300

32. Observation & Discovery Difference between the sum and 360 ° Discussed the meaning Semantic reasoning was often used A B Sphere solid Each ver. 360-A (3,4,4,4) 330 30 (5,6,6) 348 12 (4,6,6) 330 30 (3,6,6) 300 60 (3,4,3,4) 300 60

33. Discovery Consistently observed particular cases to gain insight into generalization A B C Sphere solid Each ver. 360-A number of ver. B x C (3,4,4,4) 330 30 24 720 (5,6,6) 348 12 60 720 (4,6,6) 330 30 24 720 (3,6,6)300 60 12 720 (3,4,3,4)300 60 12 720

34. Observation & Conjecture (3,3,3,3,5) 348° 92 faces (5,6,6) 348° 32 faces

35. Informal proof The best spherelike solid for the manufacturer is (5,6,6) Since Closed to sphere enough (348°) Small number of faces (32 faces) the areas of two polygons are similar, etc.

36. Unanswered questions Persistence Why for all solids 720°? How many spherelike? How do we know?

37. Korean math teachers focus on rather procedural teaching which does not necessarily imply rote learning or learning without understanding Characteristics (1): S & W Complete practice Coherent explanation Efficient imprinting Systematic instruction

38. “ Good” mathematics teaching includes discussion, students’ active participation, good questioning skills based on teachers’ solid PCK, CK, and enthusiasm Characteristics (3): S & W

39. Characteristics (3): S & W 師 = 父 Students Teacher Care students Accompanying Act as a model 師 ≠ 君 Respect teachers imitating Act as a follower

40. Lee Kyung Hwa Company Logo Thank you!

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