The metamorphosis of the 'virtuoso': Pedagogic patterns in Hong Kong primary mathematics classrooms

Abstract

Classrooms in the East Asian region are primarily portrayed as teacher-centred, with a tense atmosphere stressing mechanical or rote learning. Using data derived from a project that evaluated the impact of a major curriculum reform in Hong Kong, this paper argues that these descriptions fail to capture many salient features of pedagogy. A total of 122 Primary One mathematics lessons were observed in twelve schools over a three-year period from 1995 to 1998. Analysis indicated that although whole-class instruction was still the dominant mode of pedagogy, the role of the teacher as a virtuoso performing to a whole class was being modified. © 2001 Elsevier Science Ltd.