How Linguistic Features and Patterns of Discourse Moves Influence Authority Structures in the Mathematics Classroom

Autor/inn/en	Ng, Oi-Lam; Cheng, Wing Kin; Ni, Yujing; Shi, Lian
Titel	How Linguistic Features and Patterns of Discourse Moves Influence Authority Structures in the Mathematics Classroom
Quelle	In: Journal of Mathematics Teacher Education, 24 (2021) 6, S.587-612 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ng, Oi-Lam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-020-09475-z
Schlagwörter	Mathematics Instruction; Discourse Analysis; Teacher Student Relationship; Classroom Communication; Elementary School Teachers; Mathematics Teachers; Dialogs (Language); Faculty Development; Teaching Methods; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Dialog; Dialogs; Dialogue; Dialogues; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Hongkong
Abstract	This study examines how teachers' discourse moves influence patterns of authority in the mathematics classroom. We identify changes in authority structure in one classroom taught by a primary mathematics teacher in Hong Kong. This teacher participant was one of 32 who participated in a larger teacher-intervention study that aimed to help teachers orchestrate dialogic classroom discourse for rich learning opportunities in mathematics. Previous research has investigated teachers' discourse behaviors and authority structures in mathematics classrooms, but the connection between the two has yet to be addressed in extant studies. Our analysis shows that certain features and patterns embedded in classroom discourse can constrain or enable certain kinds of authority in the classroom. This study contributes to understanding the ways in which dialogic discourse may influence how authority is structured, including how mathematics teaching and learning are enacted through authority styles, and how the discipline of mathematics is positioned from an authority perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01