Article Summary

In Focus… Deconstructing Teacher-Centeredness and Student-Centeredness Dichotomy: A Case Study of a Shanghai Mathematics Lesson   PDF
RONGJIN HUANG & FREDERICK K. S. LEUNG

2006, Vol. 15, No. 2, 35-41

Abstract:
Teacher-dominated classrooms with some student-centered elements are a perplexing phenomenon of Chinese
mathematics classrooms. In-depth exploration of this phenomenon is helpful for understanding the features of
mathematics teaching in China. This paper demonstrates how the teacher can encourage students to actively
generate knowledge under the teacher’s control from a perspective of variation and further deconstruct the
legitimacy of teacher-centeredness and student-centeredness dichotomy.

 


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