Add that the study was not about a particular teaching method either. It was no a development followed by evaluation. The topic has been taught more or less the way it is being taught in Israeli schools, except for one thing: The teacher, out of conviction but also to have a better insight into students’ thinking, made then puzzle over what some things might be before actually presenting these things to them.
Transcript
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Teaching and Learning of Mathematics in Korea Kyung Hwa, Lee Seoul National University
To give an overall picture of Korean mathematics education
To identify characteristics, strengths, and weaknesses of Korean mathematics education practice
The aim of this talk:
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Contents Lee Kyeong Hwa 1. Teachers & Students in Korean Society 2. Challenges to Korean Math teachers 3. “Typical” & “Good” Mathematics Teaching 4. Characteristics, strengths, and weaknesses
New textbooks Real-life context Student-centered Creative thinking
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Typical Korean Math Teacher Orchestration of lessons Complete practice Coherent explanation Efficient imprinting Systematic instruction
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Systematic instruction There is a pattern in their lessons Teacher initiates and leads learning Focuses primarily on procedures Gives priority to efficient delivery o f content Conclusion ? Introduction Development
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Coherent explanation Learn by imitation Fundamental Guide to Math an obligation to make students Learn the intended content Within a given time limit Kind Easy Intuitive Insightful Model
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Complete practice Long period of time to establish fundamental Hard for students to understand in the beginning Duty Persuade and cheer up students to practice as much as possible
Emotional
Parent-like
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Efficient Imprinting Last 3-5 minute-long imprinting provides students with efficient condensation of the intended learning content in a lesson
What students should keep in mind
How to memorize definitions, algorithms, etc
Why some specific knowledge is prior to others
Special order, context, map, relationship, etc
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“ Good” mathematics teaching Enculturation Focused on process Conceptual understanding Guide to invention Positive attitude Rich context Meaningful Appropriate provocative Participation Student-centred Various contribution
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T: A soccer ball is made of black and white pieces of leather as you can see in the picture. What kind of problems do you want to explore with a soccer ball? One example
How many pentagons are on the whole soccer ball? How many hexagons are on the whole soccer ball?
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S1: So what is your answer? Mine is 12. S2: Regular pentagon? 12. I counted the regular hexagon first. It ’ s 19. S3: So did I, but in my case, it ’ s different, it ’ s 20. S1: How did you count? S2: Well, I started at this face, let ’ s count again , one, two, … , twenty. Oh, it ’ s strange, what ’ s happening here! [Pragmatic] Conversation (1) 1
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S 4 : I think 20 is correct because there were no mistakes before. Maybe you ’ ve missed one. S 2 : I need to count once again. By the way, all of you got 20? S1, S 5 : Yeah. S1 : Why don ’ t you count by following different direction s ? I t might be helpful. Conversation (2) 2
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S 5 : [speaking to S1] Directions? Why do we consider directions? S 2 : If we collect lots of evidence, then we can believe a lot. Is it correct? S1 : In addition to that, there would not be mistakes if we insist on direction while counting. S 5 : Oh! That ’ s a good idea. Then we had better investigate how many directions are there .
proved not by direct counting or mathematical calculation but by systematic counting
5 directions
4 hexagons for each direction
5 ×4=20
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S12: We know there are 12 pentagons. For each pentagon there are 5 hexagons, for each hexagon there are 3 pentagons. Thus ( 12 ×5)/3 = 20. Conversation (3) 3
Consistently observed particular cases to gain insight into generalization
A B C Sphere solid Each ver. 360-A number of ver. B x C (3,4,4,4) 330 30 24 720 (5,6,6) 348 12 60 720 (4,6,6) 330 30 24 720 (3,6,6) 300 60 12 720 (3,4,3,4) 300 60 12 720
“ Good” mathematics teaching includes discussion, students’ active participation, good questioning skills based on teachers’ solid PCK, CK, and enthusiasm
Characteristics (3): S & W
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Characteristics (3): S & W 師 = 父 Students Teacher Care students Accompanying Act as a model 師 ≠ 君 Respect teachers imitating Act as a follower
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Lee Kyung Hwa Company Logo Thank you! [email_address]
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