Mathematics classes in Taiwan, Singapore, and the United States compared to Korea based on TIMSS 2007

• 영문명: Mathematics classes in Taiwan, Singapore, and the United States compared to Korea based on TIMSS 2007
• 발행기관: 이화여자대학교 교과교육연구소
• 저자명: Kim Soojin Kim Sun Hee
• 간행물 정보: 『교과교육학연구』제17권 제4호, 1421~1439쪽, 전체 19쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2013.01.01

영문 초록

This study examines if there is a difference in the response rate of the TIMSS 2007 survey for 8th grades of 3 countries compared to Korea about the mathematics classes. In order to interpret a mathematics class in each country’s educational environment, the result of interview with TIMSS National Research Coordinator(NRC) of each country was used. The results are follows. The differentiated instruction is more carried out in Korea and Korea showed the lowest frequency of the enrichment instruction. The emphasized mathematics content was different from country to country depending on the math teaching methods and class activities. The dependence on teacher centered lecture-style activities in Korea was heavier than Singapore, and the U.S. The frequency of homework was higher in other countries, and Korea didn’t use homework as class materials or evaluation as much as other countries. The use of calculators and computers in Korea and Taiwan was lower than the other countries. Evaluating methods of mathematics teachers in Korea have been mostly done by school administrators or the results of students’ achievement test. Therefore some implications are suggested to Korean education. First, it is need to establish strategies for the differentiated instruction in the light of efficacy of course work of achievement for each level. Second, the lecture should be changed to be more meaningful to students. Third, teachers should do more than just checking homework and develop methods that will link homework to teaching-learning-evaluation. Forth, teachers should take advantage of the computer in class for students’ self-directed learning derived from their interest. Finally, teachers should be provided with feedback and consulting about class.

목차

I. Introduction

II. An overview of education in four countries

III. Methods

IV. Results

V. Discussions and Implications

키워드

TIMSS 2007 mathematics international comparison education variable TIMSS 2007 수학 국제 비교 교육 변인