Definition
Teacher-centered teaching is an approach to teaching that places the teacher as the director of learning and is mainly accomplished by lecture, repetitive practice of basic skills, and constructive feedback.
Intellectual Heteronomy
Many researchers have contended that one of the most important contributions that education can make in individuals’ lives is to their development of autonomy (Piaget 1948/1973). Autonomy is defined as the determination to be self-governing to make rules oneself rather than rely on the rules of others to make one’s decisions (heteronomy). Kamii (1982) suggests that autonomy is the ability to think for oneself and make decisions independently of the promise of rewards or punishments. In relation to education, Richards (1991) distinguishes between two types of traditions in the mathematics education of children, what he terms school mathematics and inquiry mathematics. School mathematics is what is typically thought of as a teacher-directed...
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bennet A, Musser G (1976) A concrete approach to integer addition and subtraction. Arith Teach 23:332–336
Flores A (2008) Subtraction of positive and negative numbers: the difference and completion approaches with chips. Math Teach Middle Sch 14(1):21–23
Hiebert J, Carpenter T, Fennema E, Fuson K, Murray H (1997) Making sense: teaching and learning mathematics with understanding. Heineman, Portsmouth
Hudson P, Miller S, Butler F (2006) Adapting and merging explicit instruction within reform based mathematics classrooms. Am Second Educ 35(1):19–32
Kamii C (1982) Number in preschool and kindergarten. National Association for the Education of Young Children, Washington, DC
Maccini P, Hughes C (2000) Effects of a problem solving strategy on the introductory algebra performance of secondary students with learning disabilities. Learn Disabil Res Pract 15(1):10–21
National Mathematics Advisory Panel (2008) Foundations for success: the final report of the national mathematics advisory panel. U.S. Department of Education, Washington, DC
Piaget J (1948/1973) To understand is to invent. Grossman, New York
Richards J (1991) Mathematical discussions. In: Von Glasersfeld E (ed) Radical constructivism in mathematics education. Kluwer, Dordrecht, pp 13–52
Scheuermann A, Deshler D, Schumake J (2009) The effects of the explicit inquiry routine on the performance of students with learning disabilities on one-variable equations. Learn Disabil Q 32(2):103–120
Tarr J, Reys R, Reys B, Chávez O, Shih J, Osterlind S (2008) The impact of middle-grades mathematics curricula and the classroom learning environment on student achievement. J Res Math Educ 39(3):247–280
Yackel E, Cobb P (1994) Sociomathematical norms, argumentation and autonomy in mathematics. J Res Math Educ 27:458–477
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media Dordrecht
About this entry
Cite this entry
Stephan, M. (2014). Teacher-Centered Teaching in Mathematics Education. In: Lerman, S. (eds) Encyclopedia of Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4978-8_150
Download citation
DOI: https://doi.org/10.1007/978-94-007-4978-8_150
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-4977-1
Online ISBN: 978-94-007-4978-8
eBook Packages: Humanities, Social Sciences and Law