Responsibility for knowledge generation in Australian and Korean mathematics classrooms: Beyond the teacher-centred/student-centred dichotomy

我们需要调和教学实践中的明显差异，良好的“亚洲”和良好的“西方”数学课堂之间。如果能够做到这一点，那么一种传统的最佳做法就可以为另一种传统的最佳做法提供信息。基于知识生成的责任分配的分析方法适用于在澳大利亚和韩国的良好教学的教室，以适应在相同的解释框架内的两个传统的称职的教师的有效做法。只有这样，一个传统中的教师才能以一种可能维持文化适当适应的形式获得另一个传统中的有效实践。这对澳大利亚的学校来说将是一个巨大的好处。

We need to reconcile the apparent differences in instructional practice between well-taught 'Asian' and well-taught 'Western' mathematics classrooms. If this can be achieved then best practice in one tradition can inform best practice in the other. An analytical approach based on the distribution of responsibility for knowledge generation is applied to well-taught classrooms in Australia and Korea in order to accommodate the effective practices of competent teachers in both traditions within the same explanatory framework. Only then will teachers in one tradition have access to effective practice in the other tradition in a form likely to sustain culturally-appropriate adaptation. The benefits to Australian schools will be considerable.