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Eye of the beholder: the discrepancy between the teacher’s perspectives and students’ perspectives on algebra lessons in Korea. (English)
Leung, Frederick Koon Shing (ed.) et al., Algebra teaching around the world. Rotterdam: Sense Publishers (ISBN 978-94-6209-706-3/hbk; 978-94-6209-705-6/pbk; 978-94-6209-707-0/ebook). The Learner’s Perspective Study 5, 99-112 (2014).
From the text: In most mathematics classroom studies, the teacher’s perspective tends to be the focus of analysis while the students’ perspectives tend to be neglected. Since a good understanding of students’ perspectives is a necessary condition for effective teaching, it is important to include this in classroom studies. In this regard, this study documents the teacher’s perspectives and students’ perspectives of the same algebra lessons, compares the two perspectives, and identifies the differences, if any, between the two. Specifically, this study attempted to find out whether there are discrepancies between the teacher’s and students’ perspectives in terms of: (1.) the objectives of a lesson, (2.) what is considered important in a lesson, and (3.) how mistakes made by the teacher in a lesson are perceived by the students and the teacher.
Classification: H33 C73 C20
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