Skip to main content

Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States Summary of a Workshop (2015) / Chapter Skim
Currently Skimming:

7 OBSERVATIONS AND UNANSWERED QUESTIONS
Pages 61-66

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 61...
... Questions also remained about the factors that influence the differences in achievement by locale. Another collection of questions concerned university admissions tests, tutoring, and "education fever." What is the influence of university testing and its effect on teacher 1 The 2009 PISA data show that large urban–rural score gaps did not occur for the United States, Belgium, Finland, Germany, Greece, Iceland, Ireland, Israel, the Netherlands, Poland, Sweden, and the United Kingdom.
Read the entire page →
From page 62...
... There was a comment about cooling it down in Korea. Perhaps it needs to be heated up a bit in the United States.
Read the entire page →
From page 63...
... Action is taken promptly and quickly in alignment with the changes. On the other hand, the United States seems to go through curriculum change slowly and implementation takes a longer time.
Read the entire page →
From page 64...
... Even though there is much similarity between the two countries, since the cultures are so different, the Korean participants thought that the United States view of best practice must be different. How does the United States define best practice for teaching and for learning?
Read the entire page →
From page 65...
... He noted that mathematics education professors and teachers do not often talk as intensively as they did at the workshop. Moreover, they were able to talk with Koreans who work as professors in the United States.
Read the entire page →
From page 66...
... teachers are certified as generalists to teach all subject areas, but students preparing to be teachers major in one subject 3 (i.e., science education, math education, etc.)
Read the entire page →

Key Terms

  • learning trajectories
  • unanswered questions
  • questions concerned
  • professional learning
  • mathematics education

  • learning communities
  • korean teachers
  • national university
  • political forces
  • core state

  • william mccallum
  • curriculum change
  • teaching practice
  • admissions tests
  • common core

  • professional teachers
  • own internal
  • development opportunities
  • organized research
  • korea national

  • change happens
  • following table
  • student learning
  • participants thought
  • lesson design

  • son noted
  • state standards
  • concerned university
  • jae hong
  • change slowly


    • 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.