Who Is Granted Authority in the Mathematics Classroom? An Analysis of the Observed and Perceived Distribution of Authority

Autor/inn/en	Depaepe, Fien; De Corte, Erik; Verschaffel, Lieven
Titel	Who Is Granted Authority in the Mathematics Classroom? An Analysis of the Observed and Perceived Distribution of Authority
Quelle	In: Educational Studies, 38 (2012) 2, S.223-234 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2011.598676
Schlagwörter	Mathematics Instruction; Teaching Methods; Mathematics Education; Mathematics Curriculum; Teachers; Students; Grade 6; Teacher Student Relationship; Interviews; Power Structure; Social Influences; Problem Solving; Elementary School Students + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematische Bildung; Lehrer; Lehrerin; Lehrende; Student; Schüler; Schülerin; Studentin; School year 06; 6. Schuljahr; Schuljahr 06; Teacher student relationships; Lehrer-Schüler-Beziehung; Interviewing; Interviewtechnik; Sozialer Einfluss; Problemlösen
Abstract	The article deals with the way in which authority was established and interpreted by teachers and students in two Flemish sixth-grade mathematics classrooms. Problem-solving lessons during a seven-month observation period were analysed regarding three aspects of teacher-student interactions that explicitly or implicitly reflect who bears mathematical authority: (1) to whom were students allowed to ask for help; (2) who was allowed to answer students' mathematics-related questions; and (3) who was allowed to evaluate students' responses. For each of these aspects, we were interested whether authority was ascribed only to the teacher or whether authority was distributed more broadly, with students being considered accountable for their own and other's learning process. Interviews with teachers and students were conducted to investigate the meaning that participants gave to the practices in which they were involved. (Contains 1 figure and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10