Purpose: In this article, we explore how student authorship may be enhanced among learners in mathematics classrooms in a Hong Kong primary school through rich dialogue discourse. Design/Approach/Methods: Using qualitative methods, that is, coding and discourse analysis, we examine the relationship between student authorship and personal latitude through a case study of two Grade 4 mathematics lessons taught by two primary mathematics teachers, respectively. Findings: We discuss the study's findings in relation to how teachers can engage themselves and their students in dialogic discourse to offer student choices and opportunities and generate original voices. Originality/Value: Personal latitude was found when the students were given the choice to use their original voices. The learners assumed the role of author; consequently, authorship was enhanced in ensuing rich dialogic discourse. Copyright ©2024 SAGE Publications.

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.