Transforming Korean Elementary Mathematics Classrooms to Student-Centered Instruction.

摘要: Educational leaders have sought to change the prevailing teacher-centered pedagogy a student-centered approach. Despite widespread awareness of reform agenda, there is an increasing concern whether real instructional happens in way promote students’ mathematical development. This paper deals with successes and difficulties teacher goes through as she moves on studentcentered instruction. The analysis draws classroom observation interviews illustrate how students establish social sociomathematical norms that emphasize sense-making justification ideas. As such, this paves by which teachers reformers open toward possibly subtle but crucial issues regard implementing agenda.