Literaturnachweis - Detailanzeige
| Autor/inn/en | Huang, Rongjin; Leung, Frederick K. S. |
|---|---|
| Titel | Deconstructing Teacher-Centeredness and Student-Centeredness Dichotomy: A Case Study of a Shanghai Mathematics Lesson |
| Quelle | In: Mathematics Educator, 15 (2005) 2, S.35-41 (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1062-9017 |
| Schlagwörter | Foreign Countries; Mathematics Instruction; Case Studies; Student Centered Curriculum; Classroom Techniques; Classroom Research; Mathematical Concepts; Course Descriptions; Instructional Leadership; Lesson Observation Criteria; Lesson Plans; China (Shanghai) |
| 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. (Contains 1 table and 8 figures.) (As Provided). |
| Anmerkungen | Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail: mesaprez@gmail.com; Web site: http://math.coe.uga.edu/Mesa/MESA.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
