By Whose Authority? Negotiating Authority for Modes of Activity in Mathematics Classrooms

Autor/inn/en	Bishop, Jessica Pierson; Koehne, Christina; Hicks, Michael D.
Titel	By Whose Authority? Negotiating Authority for Modes of Activity in Mathematics Classrooms
Quelle	In: For the Learning of Mathematics, 42 (2022) 2, S.35-41 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Mathematics Instruction; Middle School Mathematics; Power Structure; Teacher Role; Mathematics Teachers; Speech Skills; Mathematical Concepts; Grade 5; Grade 7; Grade 6 + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lehrerrolle; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mündliche Leistung; Sprachfertigkeit; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	What does it mean to have mathematical authority? How does it differ from pedagogical authority? We drew upon Goffman's (1981) ideas of author and animator to exemplify modes of mathematical authority that extend beyond the authorship of ideas. Through a series of excerpts from lessons in middle-grades mathematics classrooms, this paper emphasizes the importance of two modes of animation: authority for speaking and representing mathematical ideas. These excerpts also reveal the fluid nature of mathematical authority within a classroom. Implications for teaching are discussed. (As Provided).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: https://flm-journal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01