We explore a conceptual frame for analyzing mathematics classroom discourse to understand the way authority is at work. This case study of a teacher moving from a school where he is known to a new setting offers us the opportunity to explore the use of the conceptual frame as a tool for understanding how language practice and authority relate in a mathematics classroom. This case study illuminates the challenges of establishing disciplinary authority in a new context while also developing the students' sense of authority within the discipline. To analyze the communication in the teacher's grade 12 class in the first school and grade 9 class early in the year at the new school, we use the four categories of positioning drawn from our earlier analysis of pervasive language patterns in mathematics classrooms-personal authority, discourse as authority, discursive inevitability, and personal latitude.
CITATION STYLE
Wagner, D., & Herbel-Eisenmann, B. (2018). A Discourse-Based Framework for Identifying Authority Structures in Mathematics Classrooms (pp. 291–313). https://doi.org/10.1007/978-3-319-79045-9_14
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