Abstract
In this chapter, we describe the results of our analysis across the qualitative and quantitative data with an effort to connect those findings within the conceptual framework, such as how teacher beliefs are aligned with the teaching practice in mathematics classrooms, or how teachers design mathematics instruction based on their culturally relevant perspectives. Moreover, some common themes and conflicts are further discussed within the conceptual framework.
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I, J., Chang, H., Son, JW. (2019). Discussion and Conclusion: Korean Teachers’ Perspectives and Practices. In: Rethinking the Teaching Mathematics for Emergent Bilinguals. Mathematics Education – An Asian Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-15-0966-7_8
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DOI: https://doi.org/10.1007/978-981-15-0966-7_8
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