000			01669nam a22002057a 4500
005			20240116130902.0
008			240116b ||||| |||| 00| 0 eng d
022			_a0025-5769
100			_aHicks, Michael D.
245			_aReconsidering Mathematical Authority (Journal Article)
260			_aReston, Virginia _b: National Council of Teachers of Mathematics _c, 2023
300			_a826–836p.
440			_aMathematics Teacher: Learning Teaching PK12 _v, Volume 116: Issue 11, November 2023
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: 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.
650			_aAll grades PK-12| Math Topic| Algebra| Number| Other Topic| Communication| Discourse/Questioning| Research| Linking Research and Practice| Qualitative Research
700			_aBishop, Jessica Pierson | Koehne, Christina | Bui, Mai
856			_uhttps://doi.org/10.5951/MTLT.2023.0036
942			_cPER
999			_c45239 _d45238