Abstract
The purpose of this study is to obtain measures to improve the Korean elementary school math classes. In order to improve the quality of the math class, it is necessary to check which part of the actual math class need to change. By comparing elementary school math classes focused on teacher's talk and mathematical norms in Korea and Japan, it is expected that we will be able to find solutions to improve math class in Korea. The conclusions of this study are as follows. Firstly, there was a difference between Korean and Japanese teachers in setting up assignments and making leaners understand ideas, which got from learner's talk. Secondly, the mathematical norms analysis introduced and considered some episodes in which the implications of class improvement could be obtained.
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