The teacher uses mistakes as teaching opportunities, if students have not referred to an error then the teacher will guide their attention. The pupils summarise the day's lesson, often generating a mathematical 'rule'. The teacher records the definition on the board and students copy it into their notebooks for reference. Learners have ownership over a rule that is expressed in their own words and it is more meaningful to them. A really important point that I can't emphasise enough is that different teaching methods are appropriate to different student groups.
Teaching is a cultural activity.
Any suggestion of trying to transplant a system outside its cultural context has to be treated cautiously. Teachers themselves think they are doing one thing, such as changing their practice, but their actions are very different from their mental picture. By examining the practice of others', teachers reflect upon their own practice and also have alternatives to consider. Teaching can only be improved from inside the classroom. To do this, teachers need time for quality reflection and planning, only then can they produce quality programs.