http://matrix.skku.ac.kr/For-ICME-11/ICME/Chap7(mPark).

htm

For this lesson, the teacher used various materials to draw out a common characteristic among
figures. Deliberate questioning is emphasized. Teachers encourage students to think about the many
aspects of figures.
In another lesson, the teacher proposed students to think of various ways of how to calculate the area
of a trapezoid. In the lesson, the teacher had students use explorative manipulation of materials to
understand the formula. In order to figure out the area of a trapezoid, the following strategies are several
samples recommended to use. Students may use some of them or other unique ways to calculate the area
of a trapezoid.
Many teachers usually follow the scope and sequence suggested in the national textbooks. The typical
process of lessons takes on the following order: looking for a real life situationpromise and definition
activitiesexercisesevaluation. There are various teaching and learning methods that teachers employ
according to topics, teachers preferences, and levels of students. Some teachers use innovative teaching
methods such as play, pantomime, talking aloud with reasoning argument and so forth. Current
mathematics curriculum emphasizes students creativity as well as logical reasoning. Thus, many
mathematics educators are developing various materials for teachers to use them in the classrooms.

Teachers try to invoke students participation in mathematics lessons by enhancing students
interest. The textbooks also introduce many interesting events in the introduction part of each
lesson to motivate students. Teachers sometimes use animations found on the Internet, movies,
play, or even pantomime. Some teachers efficiently use small group activities to have students
discuss mathematical concepts and problem solving strategies. Technological tools such as
calculators and computer programs also are used depending on the topic of lessons.

The major EDUNET services for teachers are as follows: Class materials (multimedia data, ICT-based
teaching-learning materials, etc.), Class management (curricula, class management plan, case studies,
etc.), Divisional roles (school affairs, research, etc.), and School management (administration, steering
committee, policymaking, etc.)

Chapter 7
Teaching and Learning in K-6 Mathematics Classroom

Man Goo Park
Seoul National University of Education

Abstract
This paper shows the teaching and learning processes and activities of mathematics in kindergartens and
elementary schools in Korea. It also involves an overview of kindergartens and elementary schools,
extracurricular activities and activities after school, and a depiction of a typical students daily life.

I. Introduction
As a highly Confucian society, Koreans have traditionally placed a great importance on education,
not only as a means for success in life, but also as a basic requisite for self-fulfillment. Today, Korea
boasts one of the highest literacy rates in the world, and it is well known that Koreas well-educated
people have been the primary driving force in the rapid economic growth that the nation has achieved for
the past three decades.
Korean students have scored very high in international mathematics performance tests such as
TIMSS. Many mathematics educators from other countries are interested in mathematics education in
Korea. However, Korean mathematics education has not been as publicized compared to those of other
counterparts such as Japan and China. Thus, the presented videos show mathematics teaching and
learning in Korean kindergarten and elementary school. The videos also include an illustration of the
school facilities and a look into a typical students daily life. This will help the audiences understand
mathematics education in Korea.

What is strategic intervention materials?
Strategic Interventions are exclusively designed for those students who are really in need of an
intensive learning care of the teachers. These students are maybe one or two below the standard
deviations of means according to the results of standardized testing. These are also those students
who are a year below grade level.
http://wiki.answers.com/Q/What_is_strategic_intervention_materials

Sample tutoring materials
Our learning materials are developed by our qualified staff and closely reviewed by our head
teachers. These materials are regularly updated to ensure they are relevant to the latest syllabus each
year. We not only incorporate the necessary theory which comprehensively covers the entire
syllabus for each subject, we also incorporate useful exam tips where appropriate. Our materials
are of sufficient detail which allows our students to revise the entire course using them, as part of
their exam preparation.
Each week, our students receive a booklet containing a theory and homework section. The entire
collection of weekly workbookscomprehensively covers the entire syllabus in high detail, so it
is important that students come each week.
Below we have provided some samples of our materials (as weekly workbooks) given to students
each lesson. The Maths (2 unit) workbook highlights the style in which we write our mathematics
materials, and the Physics workbook highlights the style in which we write our science materials.
Theory
Course designed by senior HSC markers
Our course materials are specific to your prescribed text - don't waste time learning
generalised content!
Deconstructed model answers to show students exactly how to achieve maximum marks
Connections between content, syllabus requirements and exam rubrics are emphasised, showing
students the relevance of what they learn, and how to apply it to exam questions
Homework
Exam-style homework questions give students relevant practice at developing the right skills
Homework over entire course is carefully designed to lead students to develop their own essay
skeletons / creative writing scaffolds they can adapt in a real exam
Model answers to previous week homework questions are provided, in addition to
personalised marking
Mathematics
Download samples (PDF)
All other maths courses have similarly structured materials.
Theory
Our learning materials are are comprehensive and holistic in their approach, but we prioritise
on exam-relevance
Background information is given in depth to prepare students for more complex topics
Plenty of worked examples are given for our maths materials, because we believe the best
way to teach maths is through worked examples.
Plenty of diagrams and tables to illustrate examples in a clear and concise way.
The entire syllabus and all outcomes are comprehensively incorporated in our courses
Homework
Homework questions range in difficulty, giving students a way to gauge their level of
performance.
Homework questions range in variety, giving students good practice for the variety faced in
exams.
Each question will be marked each week, with full comments on incorrect answers.
4U - Curves and Regions
As well as solving equations and finding roots, we can also use Complex Numbers to represent curves
and regions
on the Argand Plane. In this topic we shall outline the different types of questions that may arise from
this topic.
Note that these questions can be solved geometrically and algebraically and that you must know how to
describe a
points locus geometrically.
Given equations of the form Re(z)=c, Im(z)=k where c, k are real:
These types of equations are very easily graphed and are graphed as the equations themselves suggest.
With the
equation Re(z)=c we can sketch this by noting that the real part of the Complex number is at all times
equal to c.
Thus noting this , we can see that on an plane the equation is of the form = . Similarly , the equations
of
the form Im(z)=k are of the form where the complex number has an imaginary part equal to k at all
times. Thus
the equation is of the form = on he plane.
| | = | | and the corresponding line:
These equations are really quite straightforward and can be easily graphed using geometric methods,
but most
students use algebra to find the equation of the line.
This type of equation represents the perpendicular bisector of the two points , representing the
Complex
Numbers , respectively.
Thus the geometrical method involves simply finding the perpendicular gradient of the line and then
simply
finding the midpoint of the interval , then using the point-gradient formula to find the equation.
The algebraic method involves the substitution of the Complex number = + . Thus now we can use the
properties of the modulus to find the actual equation. The example below will illustrate this point.
Example:
Find the equation of the locus if the point if | 2 + | = | |
.Solution:
Firstly we let = + .
Thus |( 2) + ( + 1)| = | + ( 1)|
( 2) + ( + 1) = + ( 1) (Noting the definition for modulus)
4 + 4 + + 2 + 1 = + 2 + 1 (Squaring both sides then expanding)
= 1
This is the equation of the locus of the point z. Check the answer using the geometrical method.
Given equations | | = , | | = and the corresponding circles:
These equations represent various circles. Although the equations can be found algebraically, it is
generally easier
to compare to the general form of the equation.
In the equation | | = the equation is a circle centre origin, radius . Thus it is of the form, + = .
In the equation | | = the locus is a circle with centre representing the Complex Number , and radius .
The next example will clarify this concept.
Example:
Find the equation of the locus of the equation | 2 + | = 1 in terms of and and sketch the circle showing
all
important features.
Solution:
Firstly the circle has centre (2, -1) and radius 1.
Thus the equation of the circle is ( 2) + ( + 1) = 1.
Now sketching this on a set of axes gives,Given equations = , ( ) = , setch the corresponding rays:
These equations as suggested, produce rays. The equation of the form arg = produces a ray turned in the
anticlockwise direction if is positive but in the clockwise direction if is negative. These rays start at the
origin
but do not include the origin as a point for .
For example sketching the equation arg = gives,
Note the white dot at the origin signifying that the origin is not included.
The other type of argument relation involves the ray starting from the point and then moving in the
direction
according to the angle indicated. Basically the equation of the form arg( ) = is just the ray represented
by
arg = translated to the point . Note that this type of ray also does not include the point .
For example sketching the equation arg( 1) = gives,
Loci of the form | | = | | and | | + | | = :
The first type of locus is the equation of a circle which can be found without excessive difficulty by using
algebraic
methods. It should be noted that the rule ( ) = is important when finding these equations.The loci of the
form | | + | | = are ellipses with foci , and with length of major axis units.
Sketching curves with Regions
The questions involved in this part involve sketching the curve initially then finding the region with
which the
equation satisfies. It must be noted that the regions can be found algebraically and that when dealing
with
unfamiliar equations this is the way to find the region. It must also be noted that a broken line must be
used to
signify the curves with only a greater than or less than sign.
The examples below will illustrate this idea.
Example:
Sketch the region given by | | 2.
Solution:
The equation represents a circle centre origin and radius 2. Since the curve is less than or equal to we
use an
unbroken line. The region specified is inside the circle. This is because the modulus from the origin is
then less than
or equal to the specified value of 2.
Example:
Sketch the region specified by | | < | 1|
.
Solution:
Firstly we must note that the symbol used is simply a less than sign.
It is easier to use an algebraic method this time.
Firstly, let = + .
Thus, | + ( 1)| < |( 1) + |
x + (y 1) < (x 1) + y y < x
Graphing this gives,
In some questions the intersection or union of two regions must be sketched. Note that the symbol
indicates
union and the symbol indicates intersection.
Example:
Sketch the region where | | < | 1| and | | 2 hold simultaneously.
Solution:
The question here asks to sketch the region where both regions hold simultaneously.
So using the two examples above the intersection is,
Note the use of white dots so as to indicate the exclusion of the points of intersection due to the less
than sign.In these types of questions (i.e. intersection) it is important to note that both regions must
hold.
They may also ask for the union of the two regions.
Example:
Sketch the Union of the two regions | | < | 1| and | | 2.
Solution:
In this question we must take note the UNION of the two regions.
Example:
Sketch the region specified by ( ) 1.
Solution:
The region here is an intersection of the two regions.
The first argument relationship specifies the region between = and = for > 0, the second indicates
the region below the line = 1.
Thus, graphing this gives,Sketching other Simple Curves and Regions:
At times the question may not ask one of the loci that we have dealt with. In this case it is best to
substitute an
arbitrary point = + and then solve algebraically for an equation in terms of and .
Example:
Find the locus given by the equation | | = ( ) and sketch this on an Argand diagram.
Solution:
Firstly let = + .
| + ( 1)| =
+ ( 1) =
+ 2 + 1 =
=
1
2
( + 1)
Sketching this gives,Maximum and Minimum values of moduli and arguments:
This section involves using the geometry of the Argand diagram to find the maximum and minimum
values of the
argument and modulus of z. It is important to draw a good diagram of the initial locus of z in order to be
able to
easily obtain the answer. The examples below will illustrate the concept behind this important point.
Example:
Find the minimum value of | |
if has a locus of | 2 + | = | 1|
.
Solution:
Firstly we should sketch the locus.
| 2 + | = | 1|
Let = + ,
( 2) + ( + 1) = ( 1) +
= 2
Sketching this gives,Obviously, the shortest distance to the line is the perpendicular distance from the
origin, for the modulus.
We will use the perpendicular distance formula for this.
| | =
+ +
+
=
0 0 2
1 + 1
= 2
Thus the minimum modulus is the value of 2.
Example:
Find the maximum and minimum value of if the locus of z is 2 = 1.
Solution:
Firstly we sketch the locus.
It is a circle centre (2,0) and radius 1.It is obvious that the maximum and minimum argument values
occur when a line from the origin is drawn to the
circle as a tangent.
Using simple trigonometry, we can find the value of .
=
1
2
=
4
Thus the maximum and minimum values of argz are and respectively.
http://www.duxcollege.com.au/pdf/Year12ComplexNumbersPart5.pdf
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pplemental Instructional Materials Review

The State Superintendent of Public Instruction (SSPI) has invited publishers of mathematics and language arts
instructional materials to submit supplemental instructional materials that bridge the gap between programs currently
being used by local educational agencies and the Common Core State Standards (CCSS) adopted by the State
Board of Education (SBE). Teachers and content experts recruited by the SSPI and the SBE will review the
supplemental materials for alignment to the CCSS. Once the review is complete, the California Department of
Education will list on this Web page materials that are aligned to the CCSS and can serve as resources that can help
local educational agencies in their transition to the new standards.
English Language Development
Pursuant to Assembly Bill 1719 (Fuentes), the CDE is required to develop, and the State Board of Education (SBE) to
approve, a list of supplemental instructional materials, for Kindergarten and Grade one through eight, that provide a
bridge between the current English Language Development (ELD) standards and the new California ELD standards
to ensure the supplemental materials address the unique features of the standards and remain consistent with the
relevant elements of the evaluation criteria for English language arts Supplemental Instructional Materials Review
(SIMR). Information on the Supplemental Instructional Materials Review for English Language Development is
located on the SIMR English Language DevelopmentWeb page.
Application to Serve on an English Language Development Supplemental Instructional Materials Review
Panel
(Submission period: January through March 15, 2013)
Mathematics (Category 2)
Pursuant to Assembly Bill 1719 (Fuentes), the temporarily suspended review of supplemental mathematics
instructional materials from Category 2 (general supplements usable with any program) will be conducted in 2013,
pending the recruitment of sufficient reviewers to complete the process. Information on the Category 2 mathematics
SIMR is located on the CCSS SIMR Mathematics (Category 2) Web page.
Mathematics (Category 1) and English Language Arts (Categories 1
and 2)
These reviews were conducted during the 2012 year. With the passage of Senate Bill 140 (Lowenthal), the SSPI
invited publishers of mathematics and English language arts instructional materials to submit supplemental
instructional materials that will bridge the gap between the currently adopted programs used in California's public
schools and the more rigorous requirements called for in California's Common Core State Standards, which were
adopted by the SBE in 2010. Information on the SIMR Mathematics (Category 1) and English Language Arts
(Categories 1 and 2) is located on the CCSS Supplemental Instructional Materials Review Web page.
Related Content
Standards, Curriculum Frameworks Instr Materials - Curriculum Frameworks & Instructional Materials -
Information on All Subject Areas.
Questions: Curriculum Frameworks and Instructional Resources Division
| simr@cde.ca.gov | 916-319-0881
Download Free Readers

http://www.cde.ca.gov/ci/cr/cf/suptsupmatreview.asp
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