Results from Teacher Survey: Korean Teachers’ Perspectives on Teaching Mathematics for KLLs

  • Ji Yeong IEmail author
  • Hyewon Chang
  • Ji-Won Son
Part of the Mathematics Education – An Asian Perspective book series (MATHEDUCASPER)


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.


Teacher beliefs Teacher survey Culturally responsive mathematical teaching KLLs 


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Copyright information

© Springer Nature Singapore 2019

Authors and Affiliations

  1. 1.Iowa State UniversityAmesUSA
  2. 2.Seoul National University of EducationSeoulKorea (Republic of)
  3. 3.Department of Learning and InstitutionUniversity at Buffalo - SUNYBuffaloUSA

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