Ka Wai Lui , Leung Frederick Koon Shing

DOI: Vol.15(No.3) 209-228, 2011

Many studies such as Pepin (1999a; 1999b), Kaiser (2002), and Park & Leung (2006) revealed that there is a strong dependence of mathematics teaching on cultural traditions in different countries. This study was set up as a detailed comparison between the intended curricula in Berlin and Hong Kong to explore how cultural tradition influenced the intended curriculum. In this study, the intended curriculum is what the (local, state or national) curriculum developers stipulate in the official documents. The German educational system is influenced by the curriculum tradition called Didaktik. Didaktik is a tradition about teaching and learning. Since 16th century, Didaktik has been the most important tool for planning, enacting, and thinking about teaching in most of northern and central Europe (Westbury, 1998). On the other hand, the education system in Hong Kong is influenced by both the Anglo-Saxon curriculum tradition and the Confucian heritage culture (CHC). It was found in this study that, although many studies revealed that there is a strong dependence on cultural traditions of mathematics teaching in different countries, other factors such as social factors or the education system also played an important part in shaping the intended mathematics curriculum. So a simplistic view of dependence of the curriculum on cultural traditions is not warranted. The formation of the curriculum is a much more complicated process encompassing various factors including needs of society, advancement of technology, and government policies at different Levels.

intended curriculum, Berlin, Hong Kong, Didaktik, Confucian heritage culture, CHC

Do Hyoung Ryang , Thompson Tony , Shwery Craig

DOI: Vol.15(No.3) 229-250, 2011

The Mathematics Teaching Efficacy Beliefs Instrument is one of the most popular instruments used to measure elementary preservice teachers` efficacy beliefs in mathematics teaching. The instrument was, however, developed in the United States and is perhaps not appropriate for other cultures. In this study, the instrument was translated into Korean and carefully reviewed by Korean mathematics teacher education professors. Analysis of the review indicated that eight out of the 21 items were appropriate while the others needed to be revised. Items were identified as inappropriate due to awkwardness, multiple meanings, tense disagreements, and vagueness. These items were modified to better fit the Korean context. The instrument was revised with two versions: one for elementary and the other for secondary preservice teachers.

culture, teaching efficacy, instrument development, mathematics, translation

Li Jun Ye , Hai Xia Si

DOI: Vol.15(No.3) 251-259, 2011

Metaphor is the main representations of teachers` practical knowledge, which can help students to understand mathematics better. Through the recording and quantitative analysis of video cases of expert teachers in mathematics classroom, there are some results after analysis: 1) Teachers use many metaphors in the classroom and most of that are structural-ontological metaphors, which takes a certain period of time. 2) Teachers use the metaphors mainly in the teaching process of introduce and explore by the form of question-answer. 3) During the process of concept teaching, the metaphors from the real-world examples can promote the students have more motivation to study. During the process of procedure teaching, the metaphors from similar materials can promote the students to understand the operational skill better.

metaphor, expert teacher, classroom teaching

Kwang Ho Lee , Su Hyun Ha

DOI: Vol.15(No.3) 261-294, 2011

The purpose of this research is to analyze Korean teacher textbook use and explore the effective use of textbooks. The researcher surveyed teachers to obtain information relative to their dispositions and views of textbook use, and a subset interviewed to obtain additional insight about these views. For the sample, 278 elementary school teachers were surveyed and a group interview was conducted with 6 teachers. The results showed that many teachers teach all the students simply by following the textbook content. These results suggest that for effective us of textbooks, teachers need to understand how to reconstruct the textbook within an understanding of the textbook authors` intension for the textbook content.

elementary school mathematics, textbook use

Corlu M. Sencer , Erdogan Niyazi , Aahin Alpaslan

DOI: Vol.15(No.3) 295-310, 2011

Teachers` attitudes and beliefs are related to teaching practices and are dependent upon their teaching domain. The present study compares conceptual models of creative student oriented teaching practices of mathematics teachers in two OECD countries, South Korea and Turkey to provide an insight for teacher educators and policy makers. Teaching and Learning International Survey 2008 (TALIS 2008) data are used to test the fit of a path analysis model with a subsample of 1337 middle school mathematics teachers (N_Korea=562 vs. N_Turkey=775). The study showed that Turkish teachers were younger and Less experienced, whereas Korean teachers were better educated. Despite the statistical differences in attitudes, beliefs and practices between countries, it was found that the teaching practices of mathematics teachers in both countries were more complex than to be explained only through attitudes and beliefs.

Mathematics teacher education