Abstract
Analyzing the data from a sociocultural lens requires understanding of South Korea’s educational context, especially since the National Mathematics Curriculum influences both classroom settings and South Korean elementary teachers’ knowledge for teaching mathematics. This chapter starts with a discussion about the characteristics of the national curriculum in South Korea, including information regarding how the government regulates the quality of education through the national curriculum. To extend our understanding regarding the classroom setting in this study, the next section focuses on education fever in South Korea. The last section is about the characteristics of the National Mathematics Curriculum. Discussions on how the National Mathematics Curriculum is organized are needed because the participants’ lesson plans and classroom teaching were constructed based on the National Mathematics Curriculum.
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