Results from Teacher Survey: Korean Teachers’ Perspectives on Teaching Mathematics for KLLs
This chapter describes the results from an anonymous online survey completed by South Korean teachers in 2016. A total of 79 elementary in-service teachers who were teaching from first to sixth grades were surveyed. The primary purpose of this survey was to investigate teacher perspectives and recognition on effective strategies related to culturally responsive pedagogy for teaching mathematics to KLLs, which are described in Chap. 4. This survey, however, was conducted separately from the case study described in Chap. 7. Descriptive statistics were mainly applied to analyze the survey responses, and then the survey results were interpreted based on the modified Culturally Responsive Mathematical Teaching (CRMT) framework. We first explain the purpose and intention of each item’s inclusion and then provide the results with numeric data. If necessary, we provided our interpretation of and among the items as well.
KeywordsTeacher beliefs Teacher survey Culturally responsive mathematical teaching KLLs
- Abedi, J. (2006). Language issues in item development. Routledge Handbooks Online. Retrieved from https://www.routledgehandbooks.com/doi/10.4324/9780203874776.ch17.
- Adams, A. (2010). Rehearsal or reorganization two patterns of literacy strategy use in secondary mathematics classes. Montana Mathematics Enthusiast, 7(2/3), 371–390.Google Scholar
- Celedon-Pattichis, S., & Ramirez, N. G. (Eds.). (2012). Beyond good teaching: Advancing mathematics education for ELLs. Reston, VA: National Council of Teachers of Mathematics.Google Scholar
- Cummins, J. (2000). Language, power, and pedagogy bilingual children in the crossfire. Tonawanda, NY: Multilingual Matters Ltd. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=80547.
- de Araujo, Z. (2012). Transferring demand: Secondary teachers’ selection and enactment of mathematics tasks for English language learners. University of Georgia.Google Scholar
- Echevarria, J., Vogt, M., & Short, D. (2010). The SIOP model for teaching mathematics to English learners. Boston: Pearson.Google Scholar
- Garcia, O., Kleifgen, J. A., & Falchi, L. (2008). From English language learners to emergent bilinguals. Equity matters. Research review no. 1. Campaign for Educational Equity, Teachers College, Columbia University. Retrieved from http://eric.ed.gov/?id=ED524002.
- Gee, J. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). Bristol, PA: Taylor and Francis.Google Scholar
- Howie, D. (1999). Preparing for positive positioning. In R. Harré & L. Van Langenhove (Eds.), Positioning theory: Moral contexts of intentional action (pp. 53–59). Oxford; Malden, Mass: Blackwell.Google Scholar
- I, Y. J. (2015). Preservice teacher learning for supporting English language learners to make sense of mathematics. University of Missouri, Columbia, MO. Retrieved from https://mospace.umsystem.edu/xmlui/handle/10355/47120.
- Krashen, S. (2004). Let’s tell the public the truth about bilingual education. Presented at the national association for bilingual education conference, Albuquerque.Google Scholar
- Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children (2nd ed.). San Francisco, CA: Jossey-Bass Publishers.Google Scholar
- Moll, L. C. (1988). Some key issues in teaching Latino students. Language Arts, 65(5), 465–472.Google Scholar
- Moll, L. C. (1989). Teaching second-language students: A Vygotskian perspective. In D. M. Johnson & D. H. Roen (Eds.), Richness in writing: Empowering ESL students (pp. 55–69). New York: Longman.Google Scholar
- Morales, H., Khisty, L. L., & Chval, K. (2003). Beyond discourse: A multimodal perspective of learning mathematics in a multilingual context. International Group for the Psychology of Mathematics Education, 3. Retrieved from http://eric.ed.gov/?id=ED500995.
- Moschkovich, J. (1999). Supporting the participation of English language learners in mathematical discussions. For the Learning of Mathematics, 19(1), 11–19.Google Scholar
- Moschkovich, J. (2007a). Bilingual mathematics learners: How views of language, bilingual learners, and mathematical communication affect instruction. In N. S. Nasir & P. Cobb (Eds.), Improving Access to Mathematics. New York and London: Teachers College Press.Google Scholar
- Moschkovich, J. (2007b). Examining mathematical discourse practices. For the Learning of Mathematics, 27(1), 24–30.Google Scholar
- Moschkovich, J. (2012). Mathematics, the Common Core, and language: Recommendations for mathematics instruction for ELs aligned with the Common Core. Presented at the understanding language conference, Stanford University, CA. Retrieved from http://ell.stanford.edu/sites/default/files/pdf/academic-papers/02-JMoschkovich%20Math%20FINAL_bound%20with%20appendix.pdf.
- Perkins, I., & Flores, A. (2002). Mathematical notations and procedures of recent immigrant students. Mathematics Teaching in the Middle School, 7(6), 346–351.Google Scholar
- Pinnow, R. J., & Chval, K. B. (2014). Positioning ELLs to develop academic, communicative, and social competencies in mathematics. In Common core state standards in mathematics for English language learners (pp. 21–33). Alexandria, VA: TESOL International Association.Google Scholar
- Smith, M. S., & Stein, M. K. (1998). Selecting and creating mathematical tasks: From research to practice. Teaching Mathematics in the Middle School, 3(5), 344–350.Google Scholar
- von Glasersfeld, E. (1995). Radical constructivism: A way of knowing and learning. London : Washington, D.C: Falmer Press.Google Scholar
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. (M. Cole ed.). Cambridge, Mass: Harvard University Press.Google Scholar