South Korean Elementary Teachers’ Mathematical Knowledge for Teaching Numbers and Operations

Rebecca Mitchell, Hang Gyun Sihn, Rina Kim


We examined South Korean elementary teachers’ mathematical knowledge for teaching numbers and operations and the factors that contribute to this knowledge. We used a translated and adapted version of the Learning Mathematics for Teaching Project measures and the Quadric Survey to collect information on the teachers’ knowledge of teaching the subject and their background information. Based on the statistical analysis (ANOVA and multiple regression mode), we found that the teachers’ knowledge for teaching mathematics might differ based on teaching experience, academic degree related to elementary mathematics education, certification level, and educational districts in which they work.

DOI: 10.5901/mjss.2014.v5n15p336

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This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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