Discussion and Conclusion: Korean Teachers’ Perspectives and Practices

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


In this chapter, we describe the results of our analysis across the qualitative and quantitative data with an effort to connect those findings within the conceptual framework, such as how teacher beliefs are aligned with the teaching practice in mathematics classrooms, or how teachers design mathematics instruction based on their culturally relevant perspectives. Moreover, some common themes and conflicts are further discussed within the conceptual framework.


Teacher survey Case study Teacher perspectives Teacher practices 


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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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