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

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