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Communication Dans Un Congrès Année : 2023

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

Ying Zhang
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Résumé

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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Dates et versions

hal-04401607 , version 1 (17-01-2024)

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  • HAL Id : hal-04401607 , version 1

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Ying Zhang, Andreas J. Stylianides. A comparative case study of the mathematics pedagogy in two Chinese schools: How “student-centered” is a proclaimed reformed pedagogy?. Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Alfréd Rényi Institute of Mathematics; Eötvös Loránd University of Budapest, Jul 2023, Budapest, Hungary. ⟨hal-04401607⟩

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