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ERIC Number: EJ845852
Record Type: Journal
Publication Date: 2005
Pages: 7
Abstractor: As Provided
Reference Count: 20
ISSN: ISSN-1062-9017
Deconstructing Teacher-Centeredness and Student-Centeredness Dichotomy: A Case Study of a Shanghai Mathematics Lesson
Huang, Rongjin; Leung, Frederick K. S.
Mathematics Educator, v15 n2 p35-41 2005
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. (Contains 1 table and 8 figures.)
Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China (Shanghai)