Colen Publishes on Mathematics Education in Korea

Posted on 10/29/2012 4:04:24 PM

Yong Colen of the Mathematics Department coauthored two chapters in the book Mathematics Education in Korea: Curricular and Teaching and Learning Practices. This monograph is the seventh volume of Series on Mathematics Education, published by World Scientific. This work gives important international and comparative perspectives and cultivates critical ideals to improve children’s mathematical thinking.

The first chapter, “Reform-Based Instruction in Korea: Looking over Its Promises to Discover Its Successes,” was coauthored with Jinho Kim (Department of Mathematics Education, Daegu National University of Education) and Jung Colen (Department of Curriculum and Instruction, Penn State University). This chapter introduces practices for successful implementation of reform-based instruction from the perspectives of the learner, the teacher, knowledge, instruction, assessment, and classroom culture. Moreover, this also examines mathematical and instructional practices before, during, and after Korea’s seventh National Curriculum and concludes with some implications to improve reform-based instruction.

Colen coauthored the other chapter, “Teaching and Learning Practice in Mathematics Classrooms: Focus on Statistics,” with Sanglyong Kim (Department of Mathematics Education, Daegu National University of Education), Seonghee Kim (Curriculum and Instruction, Arizona State University), and Jinho Kim (Department of Mathematics Education, Daegu National University of Education). This chapter introduces the practices of teaching and learning mathematics in Korea. It describes the content of the “probability and statistics” strand in the elementary school curriculum and considers some of its shortcomings. In order to overcome these shortcomings, the authors transform the fourth grade unit (“Broken Line Graph”) into the theme “Students Understanding Themselves.” In this unit, students collect their height and weight measurements, organize and represent data, and project them into the future. These lessons demonstrate students’ abilities to investigate the posed problems, to communicate their thinking, to summarize their findings, and to reflect upon the project and their metacognitions.

Jinho Kim, Inki Han, Joongkwoen Lee, and Mangoo Park edited the volume.

Find out more information about monograph.