The complexity of supporting reasoning in a mathematics classroom of shared authority

Arnesen, Kristin Krogh; Rø, Kirsti

doi:10.1080/10986065.2022.2059628

Cited by 4 publications

(4 citation statements)

References 47 publications

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“…When the studies on reasoning skills are examined, it is seen that there are various studies on the development of mathematical reasoning skills and teachers' interest in directing their attention to the development of mathematical reasoning (Arnesen & Rø, 2022;Bergqvist & Lithner, 2012;Davidson, Herbert, & Bragg, 2019;Herbert & Bragg, 2021;Herbert, Vale, White & Bragg, 2022;Jäder, Sidenvall & Sumpter, 2016;Jeannotte & Kieran, 2017;Mata-Pereira & da Ponte, 2017;Mueller, Yankelewitz & Maher, 2014;Olsson & Granberg, 2022;Saleh, Prahmana, Muhammad & Murni, 2018;Xin, Chiu, Tzur, Ma, Park & Yang, 2020).…”

Section: Importance Of Research and Research Problemsmentioning

confidence: 99%

The Opportunities for Mathematical Reasoning Skills That Teachers Provide for Their Students in The Learning Environment

Öz,

Işık

2024

Participatory Educational Research

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The acquisition of mathematical reasoning skills is directly related to the opportunities gained by the students in the learning environment. The complete lack or the rarity of such situations that support mathematical reasoning in the learning environment is an obstacle to conceptual learning. Therefore, it is important to investigate the extent to which different aspects of reasoning are encountered in teachers’ presentations and to convey the reflections of those from the learning environment. The objective of this study is to examine the opportunities for mathematical reasoning skills that teachers give to their students. A holistic case study design was used in the study process as a qualitative research approach. The study was carried out with two teachers working in public schools. Unstructured observations and video recordings conducted by the researchers were used to collect data, and content and descriptive analysis analyse the obtained data. When the teachers were evaluated regarding the opportunities for mathematical reasoning they provided in their classes, it was concluded that although these constitute a variety of opportunities, they present limited opportunities that could fully support mathematical reasoning. It is thought that offering limited opportunities in the learning environment may negatively affect students’ mathematical reasoning skills.

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Section: Importance Of Research and Research Problemsmentioning

confidence: 99%

The Opportunities for Mathematical Reasoning Skills That Teachers Provide for Their Students in The Learning Environment

Öz,

Işık

2024

Participatory Educational Research

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“…More encouragingly, Ng et al [49] showed that certain practices enacted by a teacher in whole-class discussions did help teacher in moving away from a pattern of positioning himself as the only authority. In contrast with these examples of the struggle to share authority, Arnesen and Rø [50] present a case where authority is shared between the teacher and the students, yet their analysis reveals a different set of challenges: considering the issue of shared authority in relation to the issue of supporting students' mathematical reasoning. Distinguishing between the potential of a teacher's moves to support shared authority and reasoning, respectively, they found that the teacher tended to prioritize shared authority at the expense of mathematical reasoning.…”

Section: Inquiry and Shared Authoritymentioning

confidence: 99%

“…This reflects his background of traditional teaching where authority is firmly in the hands of the teacher [6]. Alex reduced the teacher role at this time to manifesting intellectual authority when called upon (by identifying "the right direction" and offering the right help), a typical interaction pattern in classrooms where the teacher is the dominant authority [50]. However, he anticipated difficulties stemming from students not playing their part.…”

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confidence: 98%

“…Following this revised interpretation, in the next iteration, he might attempt to distribute the authority during whole-class episodes between students, by giving them the authority to bring their own mathematical thinking, and the teacher, who has the authority to integrate these into a whole. Although his planned actions would fundamentally change the nature of the whole-class episodes, from show-and-tell to a phase where isolated ideas become integrated [2,15,25,32], it still positions the teacher as the main authority [50] and it is not clear that it would trigger development in Alex's trajectory for sharing authority between himself and the students. The awareness of students as a diverse group, however, is relevant for fostering shared authority among students.…”

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confidence: 99%

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Exploring the Interplay between Conceptualizing and Realizing Inquiry—The Case of One Mathematics Teacher’s Trajectory

Bråtalien,

Naalsund,

Eriksen

2023

Education Sciences

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Inquiry, an approach that departs from traditional mathematics teaching, empowers students through active participation and increased accountability in exploration, argumentation, evaluation, and communication of mathematical ideas. There is broad research consensus on the benefits of inquiry-based approaches to teaching and learning mathematics, including their potential to support equitable mathematics classrooms. While research has separately explored teachers’ conceptions of inquiry and their efforts to enact the practice, little is known about the interplay between mathematics teachers’ conceptions and enactment, and how it could be harnessed in professional development. In this study, we follow Alex, an experienced upper secondary mathematics teacher unfamiliar with inquiry, as he participates in a one-semester professional development course that draws on inquiry in multiple ways. His trajectory towards learning to teach through inquiry is revealed through patterns and shifts in his reflections and classroom actions. Our findings reveal significant developments in Alex’s conception of inquiry and in how he realizes it in his classroom, identifying three paths that illuminate his inquiry trajectory: the teacher’s role in inquiry interactions, a growing idea of inquiry, and orchestrating whole-class situations. In the interplay between enacting and reflecting, he moves from distributing authority separately between himself and ‘the students’ (as one unit) to fostering shared authority, a key aspect of empowerment, between himself and his students (as multiple voices) in both groupwork and whole-class episodes.

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The relationship between number talks and ambitious instruction: learning from beginning teachers

Pak,

Cavanna,

Jackson

2023

Mathematical Thinking and Learning

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The complexity of supporting reasoning in a mathematics classroom of shared authority

Cited by 4 publications

References 47 publications

The Opportunities for Mathematical Reasoning Skills That Teachers Provide for Their Students in The Learning Environment

The Opportunities for Mathematical Reasoning Skills That Teachers Provide for Their Students in The Learning Environment

Exploring the Interplay between Conceptualizing and Realizing Inquiry—The Case of One Mathematics Teacher’s Trajectory

The relationship between number talks and ambitious instruction: learning from beginning teachers

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