Hicks, Michael D. <br/><br/>
Reconsidering Mathematical Authority (Journal Article) 

 - Reston, Virginia   : National Council of Teachers of Mathematics  , 2023 
 - 826–836p. 
 - Mathematics Teacher: Learning Teaching PK12   , Volume 116: Issue 11, November 2023 .
<br/><br/>***______________***<br/><br/> 
<br/><br/> Abstract: Recently, we have been exploring what it means to have mathematical authority in mathematics classrooms. We view mathematical authority as a dynamic and negotiated relationship between people, where one person (or party) agrees to lead and another agrees to follow within a mathematical situation (Bishop et al., 2022). For us, mathematical authority is rooted in the activities within a classroom that contribute directly to the mathematics, as well as who gets to partake in those activities. Referring to the scenario given at the beginning, mathematical authority is present in decisions about how to solve a given problem, who communicates mathematical ideas and solutions publicly, and who decides whether a solution is valid, efficient, or correct. 
<br/><br/><label>ISSN: </label>0025-5769 
<br/><br/><label>Subjects--Topical Terms: </label><br/>All grades PK-12| Math Topic| Algebra| Number| Other Topic| Communication| Discourse/Questioning| Research| Linking Research and Practice| Qualitative Research