ICME 12 Seoul, Korea
Program Congress Program
Math Educa:on in East Asia: Hong Kong, China, Korea, Japan
Inservice teacher educa:on – China • compe::on to be a middle school teacher was just 3.7 to 1 in 2002 and 26.1 to 1 in 2008. Compe::on for guaranteed jobs as an elementary school teacher if one graduates from an educa:on university went from 0.91 to 1 in 2003 to 1.89 to 1 in 2009.
• AOend “hagwons” for a year to prepare to take the exam
• Secondary school teachers & mathema:cs (CK); 24% mathema:cs educa:on (PCK)
2. Based on Freudenthal's histo-‐gene:c principle of mathema:za:on and differen:a:on, state three factors, in order, that are needed in teaching deriva:ves.
Model Answer: Historically, the differen:a:on concept was created in the process of mathema:zing the tangent line problem and velocity problem. Therefore, the realis:c context has to be presented first before making formal defini:ons of deriva:ves. The three factors are 1) tangent line as a limit of secants, 2) instantaneous velocity as a limit of average velocity, 3) defini:on of deriva:ve
Teacher employment test Korea, Dec 2004
Math Educa:on in East Asia: Hong Kong, China, Korea, Japan
• Juku or private schooling, Lesson study – Japan • Inservice teacher educa:on and development: School based teaching research, teaching mentoring programs -‐ China
Confucius • Study, for Confucius, means finding a good teacher and imita:ng his words and deeds. A good teacher is someone older who is familiar with the ways of the past and the prac:ces of the ancients.
• He who learns but does not think is lost. He who thinks but does not learn is in great danger.” (Lunyu 2.15)
• Confucius' pedagogical methods are striking. He never discourses at length on a subject. Instead he poses ques:ons, cites passages from the classics, or uses apt analogies, and waits for his students to arrive at the right answers. “I only instruct the eager and enlighten the fervent. If I hold up one corner and a student cannot come back to me with the other three, I do not go on with the lesson.” (Lunyu 7.8).
US Na:onal Presenta:on
• Katherine Halvorson: Status of math educa:on in the United States
• Mike Shaughnessy, Portland State University: Linking PSSM to CSSM
• Mary Kay Stein, University of Pi3sburgh: Research and the CCSS
• Linda Foreman: Professional development through Classroom Studios
• Deborah Ball: US Teachers Mathema:cal Content Knowledge
Theory of Ac:on: Fewer, clearer, and higher standards will influence
student outcomes by • Channels of Influence – Textbooks that are more focused and feature more high-‐demand tasks
– Assessments that tap fewer concepts and procedures, and demand deeper understanding
– Pre-‐ and in-‐service teacher educa:on that is more focused • Instruc:on – That is unhurried, with core concepts taught well – In which students master the fewer concepts at a deeper level
– That benefits from shared concep:ons of what is to be learned among teachers, students and parents
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Poten:al Threats: Fewer, Clearer, Higher
• Channels of Influence – Curriculum will be superficially redesigned to align with CCSSM
– Assessments will favor low cogni:ve-‐demand items – Teacher development will be under-‐resourced
• Instruc:on – Teachers will ac:vely interpret the curriculum through the lens of their past experiences
– Tasks that are intended to be of high cogni:ve demand will decline
– Teachers will pay most aOen:on to the assessment, not the standards
– Transi*on phase will be par*cularly difficult because students will not necessarily have requisite skills.
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US Na:onal Exhibi:on
Na:onal Exhibi:on