This book reports mathematical theory, education research, and practices in Korea. It has been divided into four main themes groups into three parts: Revision of mathematics curriculum, development of mathematics textbooks for use both now and in the future, teaching and learning practices in some mathematical fields, and several assessments in Korea. Through these sections the authors provide information about theory of mathematics education and its practices. It is especially interesting due to the research being conducted in an oriental country, noted for its prominent achievements in PISA (Programme for International Student Assessment).

In the first part, the mathematics curriculum, its history and development focused specifically on the characteristics of mathematics textbooks used in current elementary schools, was analyzed. The second part was divided into five chapters on teaching and learning practices. And discussed both a general overview of the topic and a more specific view for several branches of mathematics: Geometry, Statistics, Reasoning and Problem Solving.

Finally, the third part discusses assessments conducted by teacher during mathematics instruction, by Schools, by the Office of Education, and by the state.

I believe that some aspects presented in this book could have important applications in teacher training and mathematics education. I consider that this last part could be interesting for teacher training. The authors present the criteria related to expertise in student evaluations that are required from a mathematics teacher. A reflection on factors that make up expertise on student assessments and the measures for improvement of teacher’s student assessments is given.

I am wondering if the good results achieved by this country in international assessments are a result of this methodological approach. When PISA results from 2012 are examined, Korean students’ mean scores are typically above the OECD average.