This article examines the Korean classroom teachers’ beliefs about mathematics education in elementary schools. Their perceptions about contributing factors to Korean students’ high achievement scores in international comparative studies in the area of mathematics are explored. Elementary classroom teachers were surveyed using the researchermade questionnaire (Teacher Perception about Mathematics Curriculum) and 141 teachers completed the questionnaire. The data collected was analyzed by a descriptive analysis. The results reveal that the majority of classroom teachers agreed that real life applications, processing skills, using concrete instructional manipulatives, and conceptual knowledge are very important in teaching children mathematics. Most of teachers participating in this study were aware of the fact that Korean students ranked in the top percentile in the international comparative students’ mathematics achievement studies. The teachers claimed that Korean students still heavily focus on practice and drill computational skills, private lessons at the after school program and parents’ high expectation of their child’s education, and active involvement in his/her education generated the high scores in mathematics.
"KOREAN TEACHERS’ PERCEPTIONS OF STUDENT SUCCESS IN MATHEMATICS: Concept versus procedure,"
The Mathematics Enthusiast: Vol. 6
, Article 19.
Available at: http://scholarworks.umt.edu/tme/vol6/iss1/19