Authority, Identity, and Collaborative Mathematics

Autor/in	Langer-Osuna, Jennifer M.
Titel	Authority, Identity, and Collaborative Mathematics
Quelle	In: Journal for Research in Mathematics Education, 48 (2017) 3, S.237-247 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
DOI	10.5951/jresematheduc.48.3.0237
Schlagwörter	Mathematics Education; Cooperative Learning; Educational Research; Problem Solving; Elementary Secondary Education; Elementary School Mathematics; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Mathematische Bildung; Kooperatives Lernen; Bildungsforschung; Pädagogische Forschung; Problemlösen; Elementare Mathematik; Schulmathematik
Abstract	The field of mathematics education research has seen a resurgence of interest in understanding collaborative learning because students in K-12 classrooms are increasingly expected to make sense of mathematics problems together. This Research Commentary argues for the importance of understanding student authority relations in collaborative mathematics classrooms. How intellectual authority becomes constructed, organized, and distributed among students has implications for both mathematics learning and the development of mathematics-linked identities. This research commentary suggests directions for future work to gain clarity on the mechanisms that undergird the distribution of authority in order to support powerful mathematics classrooms. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/journal-for-research-in-mathematics-education/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01