Abstract
This study aims to analyze teachers and students' perceptions of lessons, focusing on the concept of responsiveness and empowerment. As a result of the analysis, it was observed that the teacher's instructional organization, which wanted to distribute authority to students, shifted to a teacher-led discussions as soon as the entire class discussion proceeded. In response, the students conceived that they were contributing to the class by teacher’s organizations, and they did not pay attention to the process of elaborating their ideas in whole-class discussions. With these research results, this study proposes some implications for a mathematics teacher's teaching organization.
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