Campus Units

Education, School of

Document Type

Conference Proceeding

Conference

Thirty0Seventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

Publication Version

Published Version

Publication Date

2015

Journal or Book Title

Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

First Page

550

Last Page

553

Conference Title

37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

Conference Date

November 5–8, 2015

City

East Lansing, MI, United States

Abstract

Teachers in Korea have recently confronted new challenges as the population of linguistically and culturally diverse students increases. Ethnically diverse students as well as Korea-born students returning from long residences in foreign countries have great difficulties orienting themselves within Korean schools due to lack of Korean language proficiency and cultural differences. We named this student group as Korean language learners (KLLs) and investigated teacher perspectives on effective mathematics pedagogy for KLLs. Using two educational models for English language learners (ELLs)—Cummins’ Quadrant Model and the Sheltered Instruction Observation Protocol (SIOP) Model—we examined survey results of a small group of elementary teachers in South Korea in terms of effectiveness and feasibility of the ELL models.

Comments

This proceeding was published in Bartell, T. G., Bieda, K. N., Putnam, R. T., Bradfield, K., & Dominguez, H. (Eds.). (2015). Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. East Lansing, MI: Michigan State University.

Copyright Owner

I and Chang

Language

en

File Format

application/pdf

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Article Location

 
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