As construction of knowledge through participation gets more highlight,
‘learner-centered education’ draws more attention from public. As a consequence, a
wide variety of teaching methods have been applied in classroom situation to realize
the learner-centered class. However, no construction of knowledge is fully guaranteed
by mere application of teaching methods. Rather, it requires appropriate teacher
intervention during the class. Hence, this research investigates the teacher’s role in
learner-centered classroom from domestic researches in mathematics education
research. For this purpose, the research selected literatures dealing with the teacher’s
role, as well as empirical researches regarding learner-centered classroom situation.
Selected works were sorted according to sequence of a lesson, and then analyzed
based on theory of teacher’s role in learner-centered education. The results contend
teachers’ roles in current domestic learner-centered classes research lack following 3
aspects; first, the discussion on methods and extent of teachers’ intervention, second,
the way to facilitate students’ internal construction, and lastly, appropriate evaluation
plan. Therefore, further complementary research is required for these three aspects,
as well as systematical support to improve the learner-centered classes.