The document summarizes characteristics of Korean mathematics education as presented by Lee Kyung Hwa. It identifies strengths as complete practice, coherent explanations, and systematic instruction that imprint learning efficiently. Weaknesses include an exam-focused system and lack of creative, student-centered approaches. Good teaching incorporates discussion, participation, questioning, and enthusiasm based on strong pedagogical and mathematical knowledge.

1. Teaching and Learning of Mathematics in Korea Kyung Hwa, Lee Seoul National University

3. 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

9. Typical Korean Math Teacher Orchestration of lessons Complete practice Coherent explanation Efficient imprinting Systematic instruction

10. 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

11. 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

14. “ Good” mathematics teaching Enculturation Focused on process Conceptual understanding Guide to invention Positive attitude Rich context Meaningful Appropriate provocative Participation Student-centred Various contribution

16. 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

19. 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

20. 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

21. 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 .

23. 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

26. Definition by students Spherelike (All the same for every vertex) Not spherelike (Not same for every vertex)

36. Unanswered questions Persistence Why for all solids 720°? How many spherelike? How do we know?

39. Characteristics (3): S & W 師 = 父 Students Teacher Care students Accompanying Act as a model 師 ≠ 君 Respect teachers imitating Act as a follower

40. Lee Kyung Hwa Company Logo Thank you! [email_address]