Table Of ContentMathematics Education – An Asian Perspective
Ji Yeong I
Hyewon Chang
Ji-Won Son
Rethinking
the Teaching
Mathematics
for Emergent
Bilinguals
Korean Teacher Perspectives and
Practices in Culture, Language, and
Mathematics
–
Mathematics Education An Asian
Perspective
Series Editors
Berinderjeet Kaur, National Institute of Education, Singapore, Singapore
Catherine Vistro-Yu, Ateneo de Manila University, Quezon City, Philippines
MathematicsEducation–AnAsianPerspectivefacilitateshighqualitypublications
on rigorous aspects of mathematics education in Asia. This will be achieved by
producing thematic books that capture knowledge and practices on mathematics
educationinAsia fromboth theinsider and outsider perspectives.The series helps
toestablishamuchneededAsianperspectivetomathematicseducationresearchin
the international landscape.
Over the last decade or so, several international comparative studies have shed
light on systems of schooling that were otherwise not very much sought after.
Several educational systems in Asia, in particular East Asia have consistently
produced stellar outcomes for mathematics in both TIMSS and PISA despite the
factthatbothstudiesmeasureachievementinmathematicsindistinctwaysthatare
verymuchorthogonaltoeachother,whileotherAsiansystemshavenotbeenable
toreplicatethesamelevelofsuccess.Thoughonemayoccasionallychanceupona
publicationonsomeaspectofmathematicseducationinAsia,thereappearstobein
general a dearth ofpublications on mathematics educationinAsian countries from
theperspectivesofscholarsfromAsia.Henceitisapparentthatthereisagapinthe
availability of knowledge on mathematics education from the region in the
international space.
This series has a wide scope with emphasis on relevancy and timeliness. It
encompassesthegeneraltrendsineducationalresearchsuchastheory,practiceand
policy.Booksintheseriesarethematicandfocusbothonmacroandmicrotopics.
An example of a themed book on a macro topic could be one on “School
mathematic curricula – An Asian perspective” while a themed book on a micro
topic could be one on “The pedagogy of ‘simultaneous equations’ in Asian
classrooms”.
Researchers interested in authoring or editing a book for the series can contact
the series editors:
Berinderjeet Kaur: [email protected] Catherine Vistro-Yu:
[email protected]
Book proposals for this series may also be submitted to Executive Editor: Nick
Melchior Email: [email protected]
More information about this series at http://www.springer.com/series/11679
Ji Yeong I Hyewon Chang Ji-Won Son
(cid:129) (cid:129)
Rethinking the Teaching
Mathematics for Emergent
Bilinguals
Korean Teacher Perspectives and Practices
in Culture, Language, and Mathematics
123
JiYeong I HyewonChang
Iowa State University SeoulNational University of Education
Ames, IA, USA Seoul, Korea (Republicof)
Ji-Won Son
Department ofLearning andInstitution
University at Buffalo- SUNY
Buffalo, NY,USA
ISSN 2366-0155 ISSN 2366-0163 (electronic)
Mathematics Education– An AsianPerspective
ISBN978-981-15-0965-0 ISBN978-981-15-0966-7 (eBook)
https://doi.org/10.1007/978-981-15-0966-7
©SpringerNatureSingapore2019
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Series Editors Introduction
ThefifthvolumeofthebookseriesMathematicsEducation:AnAsianPerspective,
entitled, Rethinking the Teaching of Mathematics for Emergent Bilinguals and
authored by Ji Yeong I, Hyewon Chang, and Ji-Won Son offers an insight into
challengesfacedinSouthKoreabyemergentbilingualsandmathematicseducators
related to the teaching and learning of mathematics.
South Korea is one of the top countries with the best performance in interna-
tionalbenchmarkstudies,suchasTrendsinInternationalMathematicsandScience
Study particularly inthesubjectofMathematics. It also hasthe lowest diversityin
the world. The questions that have driven the authors to explore their concerns in
the book are: What’s happening to the multicultural students whose population is
rapidly growing in South Korea? Are they also performing well in mathematics?
Are they struggling in mathematics due to the lack of support? Are they faced
confrontedwiththesamelowexpectationsgenerallyheldforemergentbilingualsin
other countries?
The book provides readers with deep insights into the above questions. It also
allowsresearchersandeducatorstoseefirst-handhowthesechallengeshavearisen
and are being addressed in South Korea. This volume is thus a much needed and
worthy contribution to mathematics education literature from East Asia for inter-
national scholars.
There is no doubt that this book contributes towards reducing the dearth in the
availabilityofknowledgeaboutmathematicseducationinAsiafortheinternational
audience. We hope researchers will find it a valuable resource, and for all, an
enjoyable read.
Singapore, Singapore Berinderjeet Kaur
Quezon City, Philippines Catherine Vistro-Yu
v
Preface
Thejourneyofthisresearchstudybeganin2015whennewspapersinSouthKorea
diligently released the fact that multicultural students in public schools exceeded
onepercent.ComparedtotherateofmulticulturalstudentsintheU.S., whichisat
approximately44.3percent(SableandPlotts2010),oritsrateofEnglishlanguage
learners, at 10 percent in 2014 (National Center for Education Statistics 2017), a
onepercentincreaseseemstobesuchasmallrateofgrowth.However,asacountry
that hasalong history ofbeing immersedinonelanguageandonecultureoverall,
theschool system ofSouth Koreaisfacingahistoricallynew challenge, providing
anappropriatesupportforthestudentswhoarenotfamiliarwiththeKoreanculture
and language. Apparently, schools and teachers were not ready to offer adequate
educational support for these students, especially those who were not yet fluent in
Korean.Toprepareschoolsandteacherseffectivelyinordertorespondtotheneeds
of these students, known as Korean language learners (KLLs), investigating how
theyarecurrentlydoingneedstobedonetomakepropereducationaldecisionswith
respect to curriculum and policy. This was the birth of this research study.
South Korea is one of the top countries with the best performance in the
internationalmathematicsassessmentswhilealsohavingthelowestdiversityinthe
world. The question then becomes, what’s happening to the multicultural students
whose population is rapidly growing in South Korea? Are they also performing
well in mathematics, or are they struggling in mathematics due to the lack of
supportandthesamelowexpectationsgenerallyheldfortheemergentbilingualsin
other countries?
As both researchers of emergent bilinguals and mathematics teacher educators,
we have been working on identifying the challenges that emergent bilinguals
experience in mathematics classrooms and supporting them to learn mathematics
effectively. The cultural and linguistic differences that these students possess seem
tobringmanychallengesintheirschoollearning,butthesedifferencesalsohelpus
establish a culturally rich and open community. Their contribution to cultural
diversity does not change even if the multicultural students speak different lan-
guagesortheyareindifferentcountries.Amongvariousemergentbilinguals,there
has been a sufficient body of research studies about English language learners in
vii
viii Preface
English-speaking countries, but the Korean language learners in South Korea are
not well known in the international education field since there is only one (or two
technically) Korean-speaking country in the world. In this sense, we believe the
current changes in the education field of South Korea—in terms of the increase in
Koreanlanguagelearnersandmulticulturalism—showuniquefeatureswithrespect
to emergent bilingual education. It should be noted that despite the short history
ofthediversestudentpopulationinSouthKorea,therehavebeenvariouseffortsto
support multicultural students sought out by Korean government bodies and indi-
vidual schools, including administrators and teachers within these institutions.
Moreover, this study is a great opportunity to provide sufficient information about
the current educational situation and system of South Korea to the educational
researchers and educators outside South Korea, as well as to share our authentic
recommendations about how to supportKorean language learners with the Korean
education-related workforce.
Ames, USA Ji Yeong I
Seoul, Korea (Republic of) Hyewon Chang
Buffalo, USA Ji-Won Son
Acknowledgments WedeeplyappreciatethisopportunitytoworkwithbothKoreanteachersand
students.Thereweremanycontributorswhomadethisresearchstudypossible.First,withoutthe
helpfromseveralsuperintendentsinSouthKorea,wecouldnotproceedwiththisstudy.Wewould
liketoespeciallythankSuperintendentsKimSung-ChunandKimJi-Hoon.Wealsowouldliketo
thank a hard-working graduate student, Ricardo Martinez, for assisting with the survey data
analysis.Finally,wewouldliketothanktheSpringerbookserieseditorsforalloftheirpatience
andsupportthroughoutthisprocess.
Contents
1 Introduction: Korean Language Learners . . . . . . . . . . . . . . . . . . . . 1
1.1 The Background of Korean Language Learners . . . . . . . . . . . . . . 1
1.2 Goals of the KLL Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.3 Overview of This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Part I Teacher Education in South Korea
2 Backgrounds of Teacher Education System in South Korea. . . . . . . 11
2.1 General Backgrounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2.2 Educational Institutions for Teacher Education. . . . . . . . . . . . . . . 12
2.3 Teacher Certification. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
2.4 Teacher Employment Examination. . . . . . . . . . . . . . . . . . . . . . . . 16
2.5 National Support for Da-Mun-Wha Education . . . . . . . . . . . . . . . 18
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
3 Types and Contents of Teacher Education in Korea . . . . . . . . . . . . 25
3.1 Elementary and Secondary Teacher Preparation Program . . . . . . . 25
3.2 Elementary and Secondary Professional Development. . . . . . . . . . 29
3.3 Teacher Education About Da-Mun-Wha Education. . . . . . . . . . . . 30
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Part II Teacher Perspectives and Practices with KLLs
4 Literature Review and Framework. . . . . . . . . . . . . . . . . . . . . . . . . . 39
4.1 Backgrounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
4.2 Research-Based Strategies to Teach Mathematics Learners
of Second Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
4.3 Research on Culturally Relevant Pedagogy and Responsive
Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
ix
x Contents
4.4 Conceptual Framework: Culturally Responsive Mathematics
Teaching (CRMT) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
5 Methods: Mixed-Methods Research Design. . . . . . . . . . . . . . . . . . . . 67
5.1 Goals of the KLL Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
5.2 The Beginning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
5.3 Research Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
5.3.1 Quantitative Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
5.3.2 Qualitative Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
6 Results from Teacher Survey: Korean Teachers’ Perspectives
on Teaching Mathematics for KLLs . . . . . . . . . . . . . . . . . . . . . . . . . 79
6.1 Backgrounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
6.2 Maintain Cognitive Demand When Teaching KLLs . . . . . . . . . . . 83
6.3 Mathematical Discourse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
6.4 Power and Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
6.5 Academic Language Support for KLLs . . . . . . . . . . . . . . . . . . . . 103
6.6 Cultural/Community-Based Funds of Knowledge . . . . . . . . . . . . . 109
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
7 Case Study: Mathematics Lessons with KLLs at Uri
Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
7.1 Sketch of Uri Elementary School. . . . . . . . . . . . . . . . . . . . . . . . . 119
7.2 Ms. Choi’s First-Grade Classroom. . . . . . . . . . . . . . . . . . . . . . . . 123
7.2.1 Instruction Analysis in a View of Culturally
Responsive Mathematics Teaching . . . . . . . . . . . . . . . . . . 131
7.3 Ms. Kim’s Fourth-Grade Classroom . . . . . . . . . . . . . . . . . . . . . . 137
7.3.1 Instruction Analysis in a View of Culturally
Responsive Mathematics Teaching . . . . . . . . . . . . . . . . . . 144
7.4 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Part III Final Thoughts
8 Discussion and Conclusion: Korean Teachers’ Perspectives
and Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
8.1 Cognitive Demand and Depth of Knowledge . . . . . . . . . . . . . . . . 158
8.2 Mathematical Discourse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
8.3 Power and Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
8.4 Academic Language Support. . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
8.5 Funds of Knowledge and Social Justice. . . . . . . . . . . . . . . . . . . . 162
8.6 Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
