Abstract
Our chapter examines a cross-cultural learning project in which teachers from the United States and South Korea collaborated and shared feedback on writing lesson plans using asynchronous communication tools. In our documentation and discussion of participants’ perceived strengths and weaknesses in lesson planning, we found that their cross-cultural experiences facilitate collaborative lesson planning by fostering cross-cultural perspectives on teaching and provide insight into curricular ideas that have the potential to narrow the teaching gaps between countries.
This chapter uses the same data in a study (Lim & Son, 2013) first reported in New Waves—Educational Research and Development.
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Lim, W., Son, JW. (2017). Cross-Cultural Lesson Planning Between the United States and South Korea. In: Son, JW., Watanabe, T., Lo, JJ. (eds) What Matters? Research Trends in International Comparative Studies in Mathematics Education. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-51187-0_11
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DOI: https://doi.org/10.1007/978-3-319-51187-0_11
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