Journal Articles

How linguistic features and patterns of discourse moves influence authority structures in the mathematics classroom

Title:
How linguistic features and patterns of discourse moves influence authority structures in the mathematics classroom
Authors:
Source:
Journal of Mathematics Teacher Education, 24(6), 587-612, 2021
Publisher:
Springer
Year Published:
2021
Education Categories:
- G Curriculum, Teaching & Learning: Specific Disciplines
  - GC Mathematics & Statistics
    - GCC Teaching Methods & Their Outcomes
Keywords:
Classroom Discourse Authority Structure Dialogic Discourse Teacher Intervention Professional Development
Region:
- Hong Kong
Period:
- 1997.7 onwards
Level:
- Primary Education
Abstract:
This study examines how teachers' discourse moves influence patterns of authority in the mathematics classroom. We identify changes in authority structure in one classroom taught by a primary mathematics teacher in Hong Kong. This teacher participant was one of 32 who participated in a larger teacher-intervention study that aimed to help teachers orchestrate dialogic classroom discourse for rich learning opportunities in mathematics. Previous research has investigated teachers' discourse behaviors and authority structures in mathematics classrooms, but the connection between the two has yet to be addressed in extant studies. Our analysis shows that certain features and patterns embedded in classroom discourse can constrain or enable certain kinds of authority in the classroom. This study contributes to understanding the ways in which dialogic discourse may influence how authority is structured, including how mathematics teaching and learning are enacted through authority styles, and how the discipline of mathematics is positioned from an authority perspective. Copyright © 2021 Springer.
Language:
- English
Document Type:
Journal Articles
ISSN:
- 13864416
DOI:
- 10.1007/s10857-020-09475-z
Permalink:
https://bibliography.lib.eduhk.hk/en/bibs/8489173e
Entry Date:
2022-04-20