Literaturnachweis - Detailanzeige
| Autor/inn/en | Gerson, Hope; Bateman, Elizabeth |
|---|---|
| Titel | Authority in an Agency-Centered, Inquiry-Based University Calculus Classroom |
| Quelle | In: Journal of Mathematical Behavior, 29 (2010) 4, S.195-206 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0732-3123 |
| DOI | 10.1016/j.jmathb.2010.10.003 |
| Schlagwörter | Calculus; Teacher Student Relationship; Inquiry; Mathematics Instruction; College Mathematics; Power Structure; Teacher Role; Student Role; Classroom Environment; Honors Curriculum |
| Abstract | Authority roles among teachers and students have traditionally been hierarchal and centered with the expertise and power of the teacher limiting opportunities for students to act with autonomy to build and justify mathematics. In this paper we discuss authority roles for teachers and students that have been realized in an inquiry-based university, honors calculus classroom. We define and discuss four types of authority we identified from video data: institutional, expertise, mathematical, and performative. We suggest that the institutional authority of the instructor is present whether or not she is acting with the intention to bear authority, thereby interfering with the instructor's ability to share authority with her students. Further, we believe that the traditional focus on the bearer of authority limits our ability to create environments wherein authority can be shared. Instead we suggest that a focus on empowering the receiver to recognize expertise and mathematical authorities may be more fruitful. (Contains 5 figures and 1 table.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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