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