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A comparative case study of the mathematics pedagogy in two Chinese schools: How “student-centered” is a proclaimed reformed pedagogy?

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Zhang, Ying 
Stylianides, Andreas 

Abstract

Although mathematics pedagogy in Chinese classrooms is presumed to be mostly teacher-centered, the Dulangkou secondary school has a strong national reputation of having reformed its pedagogy to be student-centered. In this comparative case study, we used the Reformed Teaching Observation Protocol (RTOP) to investigate whether the pedagogy used at Dulangkou meets the description of student-centered pedagogy (SCP) as elaborated in the international literature and relative to School Y, a Chinese secondary with a similar context as Dulangkou but purported to use teacher-centered pedagogy (TCP). The results showed significant differences between the observed lessons in the two schools, with Dulangkou’s lessons rated as more student-centered than those in School Y. Yet only 1 out of the 13 lessons observed at Dulangkou used SCP; the rest used transitional pedagogy combing TCP and SCP. Implications for research and practice are discussed in light of these findings.

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13th Congress of the European Society for Research in Mathematics Education

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13th Congress of the European Society for Research in Mathematics Education

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