Literaturnachweis - Detailanzeige
Autor/inn/en | Lai, Yvonne; Baldinger, Erin E. |
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Titel | Authority Relations and the Tertiary-to-Secondary (Dis)Continuity |
Quelle | In: For the Learning of Mathematics, 41 (2021) 2, S.26-31 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0228-0671 |
Schlagwörter | Mathematics Teachers; Mathematics Instruction; Secondary School Teachers; Teacher Attitudes; Communities of Practice; Validity; Mathematical Logic; Teacher Student Relationship; Context Effect; Decision Making; Higher Education; Teacher Role; Problem Solving Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Lehrerverhalten; Community; Gültigkeit; Mathematical logics; Mathematische Logik; Teacher student relationships; Lehrer-Schüler-Beziehung; Decision-making; Entscheidungsfindung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerrolle; Problemlösen |
Abstract | In this paper, we propose a potential interactional explanation of tertiary-to-secondary (dis)continuity: that of authority relations. Using secondary mathematics teachers' proof validations across two contexts, we suggest that secondary teachers' conceptions of authority shape their capacity to reconcile their positions as former mathematics students and current mathematics teachers, so as to participate in mathematical communities. (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 |