Mathematics instruction in Korean primary schools: Structures, processes, and a linguistic analysis of questioning.

Abstract

This article reports results of a collaborative study of mathematics instruction in 1st and 5th grades in 5 schools in Pusan, Korea. The purpose of this collaborative effort was to describe classroom structures and processes in mathematics lessons, using the instruments and methodology developed by Stigler and Stevenson for their studies in Japan, Taiwan, and the United States (H. W. Stevenson et al., 1987; J. W. Stigler, S. -Y. Lee, G. W. Lucker, & H. W. Stevenson, 1982). Classes in Korea were teacher centered and organized in the whole-class structure. Lessons were made up of sequences of highly organized, systematic patterns of instruction dominated by teacher questions that included higher level procedural and conceptual questions. Instructional sequences were followed by short periods of practice and evaluation. Systematic conceptual development of mathematical procedures characterized the lesson content. These observations have implications for educators on both sides of the Pacific interested in why Asian students perform so well on international tests of mathematical achievement compared with students in the United States.