The purpose of this research is to identify the categories of South Korean elementary teachersa knowledge for teaching mathematics. Emerging from the data collected and the subsequent analysis are five categories of South Korean elementary teachersa knowledge for teaching mathematics: Mathematics Curriculum Knowledge, Mathematics Learner Knowledge, Fundamental Mathematics Conceptual Knowledge, Mathematics Pedagogical Content Knowledge, and Mathematics Pedagogical Procedural Knowledge. The first three categories of knowledge play a significant role in mathematics instruction as an integrated form within Mathematics Pedagogical Content Knowledge. This study also demonstrated that Mathematics Pedagogical Procedural Knowledge might play a pivotal role in constructing Mathematics Pedagogical Content Knowledge. These findings are connected to results from relevant studies in terms of the significant role of teachersa knowledge in mathematics instruction.she had a conversation with students, although she had not planned it as part of her lesson plan, stating: When I ... I expected that my students understood the basic concepts of the base-ten system and place value as well as the need for ... 4, students are supposed to learn the basic concept of the base-ten system in their first grade, centimeter in their second grade, and millimeter in their third grade.

Title | : | Mathematics Teaching and Learning |

Author | : | Rina Kim, Lillie R. Albert |

Publisher | : | Springer - 2015-03-24 |

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