Korean and American Elementary School Teachers' Beliefs about Mathematics Problem Solving

Abstract

Elementary school teachers in South Korea and the United States completed a beliefs and practices questionnaire pertaining to mathematical problem‐solving instruction. Although both groups of teachers shared a general approach to teaching with a focus on problem‐solving strategies, many differences were apparent. Korean teachers rated themselves and their students higher in problem‐solving ability than American teachers. Korean teachers perceived their mathematics textbook as a more valuable source for problem‐solving instruction and word problems. Korean teachers more strongly agreed that students should know the key‐word approach for solving problems. American teachers reported more frequent use of calculators, manipulatives, and small group instruction. The results indicate that American teachers may more often use instructional techniques that are aligned with current recommendations for mathematics instruction.