In Focus… Deconstructing Teacher-Centeredness and Student-Centeredness Dichotomy: A Case Study of a Shanghai Mathematics Lesson PDF
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.
Last modified: 30 July 2012.
© 2012 by the Mathematics Education Student Association at The University of Georgia. All rights reserved.
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