Teacher survey


Details for publication #47:

2008 - Conference (proceedings) paper

The central role of the teacher - even in student centred pedagogies
Wake, G. & Pampaka, M.

We describe a case study of an unusually 'student-centred' mathematics teacher whose students construct unusual - and positive - mathematical dispositions and identities. We draw on a self-report 'teacher-centred pedagogic practices' scale, interview and classroom lesson analyses to identify her pedagogic practice and her reflections on these. Our analysis distinguishes 'mathematical' and 'social' strands in her narrative within lessons which ensure that whilst her practices are found to be engaging and ensure agency and choice she maintains firm control over the 'mathematical narrative'. In this sense her practice appears contradictory: Activity Theory suggests this as an objective contradiction between the learners' knowledge and the mathematical reformulation of it that the teacher mediates.

Wake, G., & Pampaka, M. (2008). The central role of the teacher — even in student centered pedagogies. In O. Figueras, J. Cortina, S. Alatorre, T. Rojano, & A. Sepúlveda (Eds.), Proceedings of the Joint Meeting of PME 32 and PME-NA XXX (Vol. 4, pp. 377–384). Mexico: Centro de Investigación y de Estudios Avanzados del Instituto Politécnico Nacional and Universidad Michoacana de San Nicolás de Hidalgo.

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