Authority and Authority Relations in Mathematics Education: A View from an 8th Grade Classroom

Amit, Miriam; Fried, Michael

doi:10.1007/s10649-005-3618-2

Cited by 86 publications

(56 citation statements)

References 10 publications

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“…In constructivists classrooms the learners and the teacher become a community of practice (Amit & Fried, 2005 The affective and motivational domain indicates that learner interests and goals, personal relevance of learning materials and provision of personal choice are pivotal to the nurturing of intrinsic motivation. Autonomous motivation, another term linked to intrinsic motivation, involves the experience of preference and choice (Vansteenkiste, Lens & Deci, 2006).…”

Section: Context Of the Studymentioning

confidence: 99%

Contexts preferred for use in mathematics by Swaziland high performing public schools' junior secondary learners

Ngcobo

Julie

2012

African Journal of Research in Mathematics, Science and Technol

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Section: Context Of the Studymentioning

confidence: 99%

Contexts preferred for use in mathematics by Swaziland high performing public schools' junior secondary learners

Ngcobo

Julie

2012

African Journal of Research in Mathematics, Science and Technol

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“…It is, however, only the dimension expressing teacher responsibility for initiating students' process of generating their own knowledge that is problematised, not the dimension expressing the responsibility for offering valid conditions for generating knowledge. Amit and Fried (2005) and Fried and Amit (2003) discuss responsibility in terms of authority. They conclude that teachers in mathematics education have tremendous authority, and that this authority may have an impact on how students interact with the teacher and how they approach mathematics.…”

Section: The Teacher´s Instructionmentioning

confidence: 99%

“…To conclude, Clarke and Xu (2008) talk about students' responsibility for their knowledge generation as an outcome of an instructional responsibility, while Amit and Fried (2005) and Fried and Amit (2003) talk about authority which could be viewed as an appropriate means for teachers to initiate opportunities for this knowledge construction of students themselves, i.e. a quality of requirements for performing and maintaining responsibility.…”

Section: The Teacher´s Instructionmentioning

confidence: 99%

Instructional responsibility in mathematics education: modelling classroom teaching using Swedish data

Hansson

2010

Educ Stud Math

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There is an international trend in mathematics education of antiauthoritarianism, emphasising cooperative learning and students' autonomous search for knowledge. In Sweden, this is framed by 'students' independent work', characterised by only limited amounts of teacher-student and student-student interaction and communication and a low level of teacher responsibility for knowledge generation. Research investigating occurrence and effects of different dimensions of instructional responsibility and authority in classroom practise, however, often takes the very presence of instructional responsibility for granted. In this paper, an alternative model for description and analysis of instructional practice is proposed, which challenges the potential of the traditional division into teacher-versus student-centred modes of instruction. Theoretical starting points for conceptualising and defining mathematics classroom practices focus on instructional responsibility both for knowledge generation and for how this responsibility would be expressed in instructional practice. It was also investigated how this model corresponds with data from TIMSS 2003. The empirical results supported the possibility of adopting this alternative perspective in modes of instruction.

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“…The one teacher who did do so insisted (in a wholeclass discussion) on further explanation of the misunderstanding, instead of reconstruction by "the right answer." The phenomenon whereby students adopt an (other) answer from a peer without explaining it was observed by others, for instance when students consider their peers as experts (Amit and Fried 2005;Pijls et al 2007a). A further observation by Ding et al (2007) was that two of the six teachers intensively stimulated the students to explain their work to each other, but that the majority mainly focussed on individual student questions (even during group work) and hence missed opportunities for encouraging peers to perform key activities.…”

Section: Daily Practice In Mathematics Educationmentioning

confidence: 81%

Students discussing their mathematical ideas: the role of the teacher

Pijls¹,

Dekker

2011

Math Ed Res J

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This article adds to current research on enhancing student discourse in mathematics teaching specifically in secondary schools but with equal relevance to elementary schools. Three mathematics teachers in secondary education were confronted with the question of how to encourage students to discuss their work with each other in the daily practice of their mathematical lessons. In response to this question the teachers devised three different approaches to encourage student discourse. One of the teachers chose to experiment with another setting to perform mathematical tasks that involved students working together on a group test. The second teacher experimented with a new kind of help when students were working on their maths tasks and asked for assistance. The third created a new setting in which the teacher (temporarily) did not provide mathematical hints and the students had to solve their own problems. The three teachers were very motivated, but they all had difficulties in not giving explanations themselves when supporting their students in their collaborative mathematical learning. They found that temporarily diminishing their product help stimulated discussion between students. It also became clear that the process of teacher reflection and follow-up discussions with the researcher/observers promoted changes of practice.

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Authority and Authority Relations in Mathematics Education: A View from an 8th Grade Classroom

Cited by 86 publications

References 10 publications

Contexts preferred for use in mathematics by Swaziland high performing public schools' junior secondary learners

Contexts preferred for use in mathematics by Swaziland high performing public schools' junior secondary learners

Instructional responsibility in mathematics education: modelling classroom teaching using Swedish data

Students discussing their mathematical ideas: the role of the teacher

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