@article{726228,
      recid = {726228},
      author = {Kim, Rina, and Albert, Lillie R.,},
      title = {Mathematics teaching and learning South Korean elementary  teachers' mathematical knowledge for teaching / [electronic  resource] :},
      pages = {1 online resource.},
      abstract = {This analysis of elementary mathematics instruction in  South Korea examines local successes while spotlighting  global concerns of education professionals. Findings in  this research reveal specific domains of mathematics  knowledge that best influence students' understanding,  retaining, and owning of content. Aspects of teacher  knowledge studied go beyond mastery of the subject matter,  extending to how educators impart knowledge and how  learners develop productive relationships with information.  These results suggest possibilities for future directions  in teacher training, certification, and career development.  Among the topics covered: Models and methods for studying  mathematical knowledge for teaching. Teachers' knowledge  for teaching mathematics: a history of the research. Five  categories of elementary mathematics teachers' knowledge  and how they interrelate in teaching. Uses of different  types of educational knowledge in lesson planning,  classroom teaching, and evaluating student work. The role  of pedagogical procedure in establishing pedagogical  content knowledge. The social context of South Korea's  National Mathematics Curriculum. By emphasizing teacher  quality and school accountability, Mathematics Teaching and  Learning identifies--and addresses--issues of pressing  importance to education researchers, teacher educators, and  mathematics educators, and has the potential to inform  administrators and policymakers.},
      url = {http://library.usi.edu/record/726228},
      doi = {https://doi.org/10.1007/978-3-319-13542-7},
}