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Suggested Citation:"Appendix A-- U.S.South Korea Math Education Workshop Agenda." 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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Appendix A

U.S.–South Korea Math Education Workshop Agenda

July 15–17, 2012

Seoul National University

Sunday, July 15 Overview (4:30–6:30)

15 minutes Welcome & Introductions

Korea – Oh Nam Kwon, Seoul National University

   U.S. – Rick Scott, Chair, U.S. National Commission on Math Instruction

Myong-Hi Kim, U.S. National Commission on Math Instruction

Session 1 - The Math Curriculum in Korea and the U.S.: Key Issues

  • An overview of the background and framework for the development of each country’s math curriculum
  • Issues and concerns in designing math curriculum

Korea – Hee-Chan Lew, Korea National University of Education
Man Goo Park, Seoul National University of Education
JeoungSuk Pang, Korea National University of Education

U.S. – Janine Remillard, University of Pennsylvania
Brenda Gardunia, Frank Church High School, Boise, Idaho

Background presentation from each country. (30 minutes per country)

Round Robin with all participants - What strikes you as similar and what is different from what happens in your country?

  • Reflection from Mathematicians (15 minutes)

U.S. - Hyman Bass, University of Michigan, Past President of ICMI

Korea - Sung Je Cho, Seoul National University (Retired)

Germany - Gabriele Kaiser, University of Hamburg

Dinner 6:30–7:30

Suggested Citation:"Appendix A-- U.S.South Korea Math Education Workshop Agenda." 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.
×

Monday, July 16 – Curriculum

Session 2 – New Curriculum and Textbooks (8:30–10:00)

  • What are the main concerns (or main focus) 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?

– In particular, what are the main ideas used to support the learning of fractions?

South Korea (20 minutes): Oh Nam Kwon, Seoul National University (SNU)
Mi-Kyung Ju, Hanyang University; Rae Young Kim, Ewha Womans University
Jung Sook Park, Taenung High School; and Jee Hyun Park, SNU

Round Robin from the U.S. responding to “What do you see as challenging in what South

Korea does for the U.S. and/or what is promising?” (20 minutes)

Open Discussion (50 minutes)

Break 10:00–10:30

Session 3 – New Curriculum and Textbooks (10:30–12:00)

  • What is different about the CCSS from the standards or curriculum frameworks that have been in place?
  • What issues have surfaced as the community begins to implement the CCSS?
  • How have textbooks been developed for the curriculum?

– In particular, what are the main ideas used to support the learning of fractions?

U.S. Presentation (20 minutes)
Mary Kay Stein, University of Pittsburgh
Stacie Kaichi-Imamura, Hawaii State Department of Education

Round Robin reaction from South Korea responding to “What do you see as challenging in what the U.S. does for South Korea and/or what is promising?” (20 minutes)

Open Discussion (50 minutes)

  • Reflections on Sessions 2 and 3

U.S. - Roger Howe, Yale University, ICMI Executive Committee

Korea - Dohan Kim, Seowon, President of the Korean Mathematical Society

Lunch 12:15–1:00

Suggested Citation:"Appendix A-- U.S.South Korea Math Education Workshop Agenda." 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.
×

Session 4 – Curricular Tasks (1:00–2:30)

  • How are curricular tasks designed and what criteria are used?
  • What is the role of learning trajectories in the development of curriculum?
  • How do you assure procedural competency as well as conceptual understanding in the design of the curriculum?

Kyungmee Park, Hongik University; Kyeong-Hwa Lee, Seoul National University; Ji Won Son, University of Tennessee at Knoxville; Kyong Mi Choi, University of Iowa (20 minutes)

Round Robin reaction from U.S. responding to “What do you see as challenging in what South Korea does for the U.S. and/or what is promising?” (20 minutes)

Open Discussion (50 minutes)

Break 2:30–3:00

Session 5 – Classroom Practice (3:00–5:00)

Elementary:

Presiders: David Barnes, National Council of Teachers of Mathematics
Mi-Kyung Ju, Hanyang University

  • 5-minute U.S. elementary video clip with subtitles.
  • 2-minute writing what most surprised or interested you in the video.
  • 5-minute Korea elementary video clip with subtitles.
  • 2-minute writing what most surprised or interested you in the video.
  • 30-minute Round Robin reaction from all participants.

Secondary:

Presiders: Hyunyi Jung, Purdue University
Rae Young Kim, Ewha Womans University

  • 5-minute U.S. secondary video clip with subtitles.
  • 2-minute writing what most surprised or interested you in the video.
  • 5-minute South Korean secondary video clip with subtitles.
  • 2-minute writing what most surprised or interested you in the video.

Round Robin reaction from all participants (30 minutes)

Open Discussion (45 minutes)

Dinner 6:00–7:00

Tuesday, July 17 – Teachers & Curriculum

Suggested Citation:"Appendix A-- U.S.South Korea Math Education Workshop Agenda." 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.
×

Session 6 – Teaching Practices in the United States (8:30–10:00)

  • How do teachers work together, if at all, in thinking about how to enact the intended curriculum? (i.e., cooperatively planned lessons, professional learning communities)
  • What issues does this raise with respect to status, school support, equity across grade levels, schools, and districts?

  U.S. Presentation (20 minutes)
Karen King, Director of Research, National Council of Teachers of Mathematics
Laura Ann Hulsebus, Alpenglow Elementary Anchorage, Alaska School District

Round Robin reaction from U.S. responding to “What do you see as challenging in what the U.S. does for South Korea and/or what is promising?” (20 minutes)

Open Discussion (50 minutes)

Break 10:00–10:30

Session 7 – Teaching Practices in South Korea (10:30–12:00)

  • How do teachers work together, if at all, in thinking about how to enact the intended curriculum? (i.e., cooperatively planned lessons, professional learning communities)
  • What issues does this raise with respect to status, school support, equity across grade levels, schools, and districts?

  South Korea Presentation (20 minutes):
Gooyeon Kim, Sogang University; Na Young Kwon, Inha University
Jae Hong Shin, Korea National University of Education
Soo Jin Lee, Montclair State University; Sooil Choi, Past President of SMT
Dongwon Kim, KOFAC; Rae Young Kim, Ewha Womans University

Round Robin reaction from U.S. responding to “What do you see as challenging in what South Korea does for the U.S. and/or what is promising?” (20 minutes)

Open Discussion (50 minutes)

Lunch 12:00–1:00

Suggested Citation:"Appendix A-- U.S.South Korea Math Education Workshop Agenda." 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.
×

Session 8 – Technology to Support Teachers and Students (1:00–2:30)

  • How is technology being used to support the teaching and learning of mathematics?
  • What is the role of research in how technology is being implemented?

  U.S. Presentation (20 minutes)
Johnny Lott, University of Montana (Retired)
John Staley, Baltimore County Schools

Round Robin reaction from South Korea responding to “What do you see as challenging in what the U.S. does for South Korea and/or what is promising?” (20 minutes)

Open Discussion (50 minutes)

Break 2:30–3:00

Session 9 – Reflection and Sharing (3:00–4:30)

Each country will meet to discuss what they have learned and what questions remain to be clarified. (30 minutes)

U.S. Presentation on what has been learned and what questions remain to be answered (15 minutes)

South Korea Presentation on what has been learned and what questions remain to be answered (15 minutes)

Round Robin with each participant giving a closing comment (30 minutes)

Dinner 6:00–7:00

Suggested Citation:"Appendix A-- U.S.South Korea Math Education Workshop Agenda." 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:"Appendix A-- U.S.South Korea Math Education Workshop Agenda." 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.
×
Page 73
Suggested Citation:"Appendix A-- U.S.South Korea Math Education Workshop Agenda." 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.
×
Page 74
Suggested Citation:"Appendix A-- U.S.South Korea Math Education Workshop Agenda." 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.
×
Page 75
Suggested Citation:"Appendix A-- U.S.South Korea Math Education Workshop Agenda." 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.
×
Page 76
Suggested Citation:"Appendix A-- U.S.South Korea Math Education Workshop Agenda." 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.
×
Page 77
Suggested Citation:"Appendix A-- U.S.South Korea Math Education Workshop Agenda." 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.
×
Page 78
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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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