Hicks, Michael D. creator Bishop, Jessica Pierson | Koehne, Christina | Bui, Mai text Reston, Virginia : National Council of Teachers of Mathematics , 2023 monographic eng

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826–836p. 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. ***______{For Hard Copy, Please visit Library.}________*** All grades PK-12| Math Topic| Algebra| Number| Other Topic| Communication| Discourse/Questioning| Research| Linking Research and Practice| Qualitative Research 0025-5769 https://doi.org/10.5951/MTLT.2023.0036 https://doi.org/10.5951/MTLT.2023.0036 240116 20240116130902.0