How a Mathematics Teacher’s Orientation Can Shift Towards Learner-Centered Teaching: A Case Study Using a Life Story

Abstract

Learner-centered teaching is necessary to enrich the learning of mathematics. In Japan, learner-centered teaching is emphasized, but how do Japanese mathematics teachers understand how learner-centered teaching is important? The aim of this paper is to conduct a case study to clarify how mathematics teachers in Japan place importance on learner-centered teaching. To address this purpose, a life study research methodology was employed. Based on Stephan (2014a), there are five features to learner-centered teaching: problem solving, classroom environment, collaboration, mathematical discourse, and tools/manipulatives. The participant, who is a male teacher at a junior high school in Tokyo, was interviewed for 9 years. In the interviews, the transformation of the view of mathematics learning, the view of students, and the introduction of tools were discussed. As a result of describing the participant’s experience as a life story, it is shown how the participant came to the conclusion of the importance of learner-centered teaching.