Description
This book focuses on the role of cultural background in Korean public schools, and provides essential insights into how Korean teachers perceive and respond to the transition of their classroom situations with Korean language learners.  It reveals the perspectives and the practices of Korean teachers, especially with regard to multicultural students who struggle with language barriers when learning mathematics. The information provided is both relevant and topical, as teaching mathematics to linguistically and culturally diverse learners is increasingly becoming a worldwide challenge.
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