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

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

• Ng, Oi Lam The Chinese University of Hong Kong
• Cheng, Wing Kin The Chinese University of Hong Kong
• Ni, Yujing The Chinese University of Hong Kong
• Shi, Lian The Chinese University of Hong Kong

Journal of Mathematics Teacher Education, 24(6), 587-612, 2021

Springer

2021

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
    • GCC Teaching Methods & Their Outcomes

Classroom Discourse Authority Structure Dialogic Discourse Teacher Intervention Professional Development

• Hong Kong

• 1997.7 onwards

• Primary Education

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.

• English

Journal Articles

• 13864416

• 10.1007/s10857-020-09475-z

https://bibliography.lib.eduhk.hk/en/bibs/8489173e

2022-04-20