Two faces of mathematics lessons in Korea: conventional lessons and innovative lessons

摘要

This study identifies the characteristics of mathematics classrooms in Korea. First, conventional Korean mathematics lessons are analyzed from the perspective of “theory of variation”. Second, an innovative lesson for gifted children is reported in detail and analyzed from the perspective of “Lakatos’ proofs and refutations”. Third, the classroom characteristics identified in both the conventional lessons and the innovative lesson are interpreted in terms of the underlying cultural values that they share with other East Asian countries. The study concludes that although the two faces of Korean mathematics lessons look different, they may flow from the same “heart”—that of the common Confucian heritage culture culture, and in particular East Asian pragmatism.