Identifying authority structures in mathematics classroom discourse: a case of a teacher's early experience in a new context.

Autor/inn/en	Wagner, David; Herbel-Eisenmann, Beth
Titel	Identifying authority structures in mathematics classroom discourse: a case of a teacher's early experience in a new context.
Quelle	In: ZDM : mathematics education, 46 (2014) 6, S. 871-882 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704; 1863-9704/E
DOI	10.1007/s11858-014-0587-x
Schlagwörter	Autorität; Kommunikation; Unterrichtsgespräch; Mathematikunterricht
Abstract	We explore a conceptual frame for analyzing mathematics classroom discourse to understand the way authority is at work. This case study of a teacher moving from a school where he is known to a new setting offers us the opportunity to explore the use of the conceptual frame as a tool for understanding how language practice and authority relate in a mathematics classroom. This case study illuminates the challenges of establishing disciplinary authority in a new context while also developing the students' sense of authority within the discipline. To analyze the communication in the teacher's grade 12 class in the first school and grade 9 class early in the year at the new school, we use the four categories of positioning drawn from our earlier analysis of pervasive language patterns in mathematics classrooms - personal authority, discourse as authority, discursive inevitability, and personal latitude.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2015/3