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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/21753.
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MATHEMATICS CURRICULUM,
TEACHER PROFESSIONALISM, AND
SUPPORTING POLICIES
in Korea and the United States

SUMMARY OF A WORKSHOP

Ana Ferreras, Cathy Kessel, and Myong-Hi Kim, Rapporteurs


U.S. National Commission on Mathematics Instruction

Board on International Scientific Organizations

Policy and Global Affairs

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THE NATIONAL ACADEMIES PRESS

Washington, D.C.

www.nap.edu

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/21753.
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THE NATIONAL ACADEMIES PRESS 500 Fifth Street, NW Washington, DC 20001

This activity was supported by Grant No. DRL1214813 from the National Science Foundation. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the organization or agencies that provided support for the project.

International Standard Book Number-13: 978-0-309-37436-1
International Standard Book Number-10:0-309-37436-7

Additional copies of this report are available for sale from the National Academies Press, 500 Fifth Street, NW, Keck 360, Washington, DC 20001; (800) 624-6242 or (202) 334-3313; http://www.nap.edu.

Copyright 2015 by the National Academy of Sciences. All rights reserved.

Printed in the United States of America.

Suggested citation: National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States. Summary of a Workshop. Washington, DC: National Academies Press.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/21753.
×

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The National Academy of Sciences was established in 1863 by an Act of Congress, signed by President Lincoln, as a private, nongovernmental institution to advise the nation on issues related to science and technology. Members are elected by their peers for outstanding contributions to research. Dr. Ralph J. Cicerone is president.

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The National Academy of Medicine (formerly the Institute of Medicine) was established in 1970 under the charter of the National Academy of Sciences to advise the nation on medical and health issues. Members are elected by their peers for distinguished contributions to medicine and health. Dr. Victor J. Dzau is president.

The three Academies work together as the National Academies of Sciences, Engineering, and Medicine to provide independent, objective analysis and advice to the nation and conduct other activities to solve complex problems and inform public policy decisions. The Academies also encourage education and research, recognize outstanding contributions to knowledge, and increase public understanding in matters of science, engineering, and medicine.

Learn more about the National Academies of Sciences, Engineering, and Medicine at www.national-academies.org.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/21753.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/21753.
×

WORKSHOP PLANNING COMMITTEE

KOREA

Oh Nam Kwon, Cochair

Seoul National University

Mi-Kyung Ju

Hanyang University

Hyunyong Shin

Seoul National University

UNITED STATES

Patrick Scott, Cochair

New Mexico Inquiry Science Education

Gail F. Burrill

Michigan State University

Janine T. Remillard

University of Pennsylvania

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/21753.
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U.S. NATIONAL COMMISSION ON MATHEMATICS INSTRUCTION

2014 ROSTER

(as of December 31, 2014)

Janine T. Remillard, Chair

University of Pennsylvania

Gail Burrill, Vice Chair

Michigan State University

James Barta

Bemidji State University

Sybilla Beckmann

University of Georgia

Myong-Hi (Nina) Kim

SUNY College at Old Westbury

Bernard Madison

University of Arkansas, Fayetteville

John Staley

Baltimore County Public Schools

James Roznowski

Delta College, Emeritus

Padmanabhan Seshaiyer

George Mason University

Ex-Officio Members

Roger Howe (NAS)

Yale University

Patrick (Rick) Scott, Past Chair

Los Alamos National Lab Foundation

Donald Saari (NAS)

Distinguished Professor and Director

NAS Foreign Secretary

Michael Clegg (NAS)

Department of Ecology and Evolution

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/21753.
×

Staff

Ana M. Ferreras

Senior Program Officer

Board on International Scientific Organizations

Pamela Gamble

Administrative Assistant

Board on International Scientific Organizations

Page viii Cite
Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/21753.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/21753.
×

Preface and Acknowledgments

In 2012, the 12th International Congress on Mathematical Education was held in Korea. The United States National Commission on Mathematics Instruction (USNC/MI) took advantage of this opportunity to organize a joint Korea–U.S. workshop on mathematics education, which was held at Seoul National University after the congress. It brought together about 40 teachers, mathematics educators, mathematicians, education researchers, and other mathematics education specialists from Korea and the United States.

During the workshop, speakers gave presentations on different aspects of education in the two countries: education policy; the interpretation of standards and curriculum guidelines in textbooks, teacher’s manuals, and instruction; and the organization of teaching. A substantial portion of the workshop was devoted to discussion (see workshop agenda in Appendix A). Participants from both countries commented on aspects of the presentations that were notable from their perspectives as teacher, educator, researcher, or mathematician. They described details of their experiences and mentioned differences in educational systems that were new to planning committee members. This summary is an edited version of the workshop presentations and comments.

This is the third report of a bilateral USNC/MI workshop. The first two reports are Studying Classroom Teaching as a Medium for Professional Development: Proceedings of a U.S.–Japan Workshop (2002) and The Teacher Development Continuum in the United States and China: Summary of a Workshop (2010). All three reports are available for download, free of charge, from the National Academy Press website, www.nap.edu.

The workshop was planned and organized by a binational committee, with the assistance of a staff member from the Board on International Scientific Organizations (Ana Ferreras).

Support from the National Science Foundation and Seoul National University is gratefully acknowledged. Special thanks to Professor Oh Nam Kwon, Teacher Seoungyee Choi, and Professor Kwon’s 10 graduate students—Hyungmi Cho, Mihye Cho, Ji Eun Lee, Eun Ji Kim, Young Hye Kim, Youngki Kim, Yujung Kim, Miyeong Na, Hye Mi Oh, and Kukhwan Oh. Professor Kwon not only supported the workshop from her grant but also hosted dinners that allowed informal discussion among participants. During the two weeks before the workshop, her students stayed up late to explore questions and locate information of possible interest to U.S. participants. During the workshop, they provided assistance that allowed it to flow smoothly.

This summary has been prepared by the workshop rapporteurs as a factual summary of the main presentations and discussion at the July 2012 workshop. The translations were made by Myong-Hi Kim. The statements made in this summary are those of the rapporteurs or individual workshop participants and do not necessarily represent the views of all workshop participants,

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/21753.
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the USNC/MI, or the Academies. Special thanks to Rita Johnson for editing and organizing the workshop participants’ comments and preparing the report for release.

Acknowledgment of Reviewers

This report has been reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise, in accordance with procedures approved by the National Academies of Sciences, Engineering, and Medicine. The purpose of this independent review is to provide candid and critical comments that will assist the institution in making its published report as sound as possible and to ensure that the report meets institutional standards for quality and objectivity. The review comments and draft manuscript remain confidential to protect the integrity of the process.

We wish to thank the following individuals for their review of this report: Roger Howe, Yale University; Ok-Kyeong Kim, Western Michigan University; Saeja Kim, University of Massachusetts; Catherine Lewis, Mills College; W. James Lewis, University of Nebraska-Lincoln; and Sunsook Noh, Ewha Womans University.

Although the reviewers listed above have provided many constructive comments and suggestions, they were not asked to endorse the content of the report, nor did they see the final draft before its release. The review of this report was overseen by Francis Fennell, McDaniel College; appointed by the Academies, he was responsible for making certain that an independent examination of this report was carried out in accordance with institutional procedures and that all review comments were carefully considered. Responsibility for the final content of this report rests entirely with the rapporteurs and the institution.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/21753.
×
Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/21753.
×

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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/21753.
×
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/21753.
×
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/21753.
×
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/21753.
×
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/21753.
×
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/21753.
×
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/21753.
×
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Page viii Cite
Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/21753.
×
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/21753.
×
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/21753.
×
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/21753.
×
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2015. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/21753.
×
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On July 15-17, 2012 the United States National Commission on Mathematics Instruction and Seoul National University held a joint Korea-U.S. workshop on Mathematics Teaching and Curriculum. The workshop was organized to address questions and issues related to math teaching and curriculum that were generated by each country, including the following: What are the main concerns in the development of the curriculum? What issues have been discussed or debated among curriculum developers, teachers, teacher educators, and scholars regarding the curriculum? How have textbooks been developed for the curriculum? How are curricular tasks designed and what criteria are used? What is the role of learning trajectories in the development of curriculum? This report summarizes the presentations and discussions at the workshop.

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