Studying the Distribution of Responsibility for the Generation of Knowledge in Mathematics Classrooms in Hong Kong, Melbourne, San Diego and Shanghai

In this project, the clichéd ‘student-centred’ versus ‘teacher-centred’ dichotomy has been reconceptualized in terms of the distribution of responsibility for knowledge generation in the classroom and applied in the analysis of ‘well-taught’ mathematics classrooms in Melbourne, Hong Kong, San Diego and Shanghai. This analytical approach enabled the practices of competent teachers in two ‘Asian’ and two ‘Western’ settings to be compared in a more meaningful and insightful fashion than previously possible. This analysis was able to distinguish one classroom from another on the basis of the process whereby mathematical ideas are introduced into classroom discussion and subsequently revoiced and accorded authority. In particular, the methodology and analytical technique employed provided the opportunity to track the movement of mathematical ideas in either direction across the public/personal interface. Critical similarities and differences were identified between and within the classroom practices documented in each country with respect to the distribution of responsibility for knowledge generation.