Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States Summary of a Workshop (2015) / Chapter Skim
Currently Skimming:
4 DEVELOPMENT OF INSTRUCTIONAL MATERIALS IN KOREA
4 DEVELOPMENT OF INSTRUCTIONAL MATERIALS IN KOREA
Pages 37-44
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 37... ...
Learning Trajectories in the Development of Curriculum Ji Won Son presented the group's discussion of learning trajectories. She noted that since Martin Simon introduced the term "learning trajectory" in 1995, the idea of learning trajectories has gained attention in the United States and Korea as a way to focus research on learning in the service of curriculum, instruction, and assessment.
|
From page 38... ...
. SOURCE: Kyong Mi Choi, Kyeong-Hwa Lee, Kyungmee Park, and Ji Won Son.
|
From page 39... ...
She provided a second example of GaeNyumdo at the secondary level, focusing on number and operation, and showing horizontal and vertical connections (see Figure 4-2) , as well as goals and instructional tasks to teach irrational numbers (see Table 4-2)
|
From page 40... ...
SOURCE: Kyong Mi Choi, Kyeong-Hwa Lee, Kyungmee Park, and Ji Won Son.
|
From page 41... ...
Task Design Kyong Mi Choi described features of instructional task design. Tasks are developed by teams of mathematicians, mathematics educators, and mathematics teachers to ensure mathematical correctness, and to consider how learners understand mathematics and possible misconceptions.
|
From page 42... ...
Choi noted that this focuses on objectification of mathematical content and process. Procedural Competency and Conceptual Understanding Ji Won Son described Korean approaches to assuring procedural fluency and conceptual understanding in the design of the curriculum.
|
From page 43... ...
Son ended the session with a summary. Korean curriculum and instruction provides opportunities to learn concepts and procedures simultaneously, rather than sequentially, by providing multiple computational strategies, using different types of representational models, making connections among ideas, and using number relations.
|
From page 44... ...
The Korean system indicates that a spiral structural approach functions better to teach mathematical content in a systematic, coherent, and consistent way. • Both the United States and Korea follow spirals, but they may have different cycle lengths.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.