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Creating a culture of (in)dependence.(mathematics education)
Abstract
In this study, the interactions in one middle-school mathematics classroom are examined for potential sharing of mathematical authority that takes place via a teacher's uses of authoritative discourse. The discourse of several classes is analyzed to investigate an alignment between the teacher's intentions and practices in the context of creating a sense of independence in students. Results indicate that by not allowing students much stake in judgments of mathematical validity, teachers may unwittingly create a classroom culture of students' dependence on "other" mathematical authorities.
Introduction
This discussion begins with a ...
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Source: HighBeam Research, Creating a culture of (in)dependence.(mathematics education)