The Korea Society Of Educational Studies In Mathematics

Current Issue

Journal of Educational Research in Mathematics - Vol. 30

[ Special ]
Journal of Educational Research in Mathematics - Vol. 30, No. SP1, pp.185-198
Abbreviation: JERM
ISSN: 2288-7733 (Print) 2288-8357 (Online)
Print publication date 31 Aug 2020

Korean Teachers’ Mathematical Knowledge for Teaching in Algebraic Reasoning
Yeon Kim*
*Professor, Silla University, South Korea


Please cite this article as: Kim, Y. Korean teachers’ mathematical knowledge for teaching in algebraic reasoning.


To collect information about teachers concerning mathematical knowledge for teaching and find out what needs to be considered in developing a curriculum to teach it, the current study surveyed 137 secondary teachers and interviewed thirteen of them in Korea. The survey and interviews used the assessment of mathematical knowledge for teaching about algebra I, which was developed as part of the Measures of Effective Teaching project. The correct response rate of Korean teachers was very high, but there were some differences found in the areas of algebraic reasoning. Furthermore, mathematical analysis is important in assessing students’ algebraic reasoning, and each teacher’s typical teaching method is formidable in evaluating students’ reasoning. Implication is discussed for the improvement of teachers’ mathematical knowledge for teaching algebra.

Keywords: Mathematical knowledge for teaching, Mathematical reasoning, The Measures of Effective Teaching project, Algebra, South Korea


Earlier versions of this paper were presented at the annual meeting of the American Educational Research Association, New York, NY, 2018 and at a conference of 2016 Korea Society of Educational Studies in Mathematics. This paper is part of broader research on mathematical knowledge for teaching, conducted in collaboration with Soo Jin Lee and Inah Ko, whom I wish to thank for their help in initiating this research.


There was a significant difference in the rates of Korean teachers’ correct answers for all items (M=0.80, SD=0.21) and those of U.S. teachers (M=0.60, SD=0.25); t(28)=3.25, p=0.001. Analysis of the rates of correct answers for U.S. teachers are based on the data from Phelps et al. (2014).

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