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• W2057014729 startingPage "126" @default.
• W2057014729 abstract "Integral to knowing mathematics is an understanding of how mathematical ideas are generated and validated. In mathematics classrooms, teachers socialize this understanding by establishing discourse patterns and participatory structures in which various sources—the teacher, the text, the discipline of mathematics, or the community of learners—are implicitly and explicitly credited with the authority to develop and validate mathematical ideas. In the present investigation, the authors focused on classroom discourse processes and participatory structures that grant sources of mathematical authority in 6 first-grade classrooms. In general, teachers firmly and with few exceptions positioned themselves as the sole mathematical authority in their classrooms. Yet, the authors found significant exceptions in 1 teacher’s lessons, with these exceptions inspiring possibilities in accomplishing the shift from a formal to a growth-and-change tradition of socializing students into the discipline of mathematics. Mathematical ideas, although oftentimes presented in textbooks, originate from human experience. Still, many of us turn to texts and to human experts to verify our ideas. Although there is nothing wrong with checking our ideas and formulations against those presented in books or by experts, this practice potentially hides the fact that these ideas and formulations originated from people. The fact that mathematics is a human invention (albeit, invented by extraordinary humans) may seem obvious, but it is not obvious to young students in American schools. Most students act as if mathematical ideas are predetermined and unarguable truths, which they either do or do not understand, but not ideas to which they could possibly contribute to or question (Schoenfeld, 1992; Stodolsky, 1988). Why would this be the case? In other words, why would students act as if they have no say in either the creation or verification of mathematical ideas? And, if we are to take recent reforms in mathematics education seriously, to have students vitally involved in conducting mathematical inquiry, how can we change this and promote students to take an active role in the creation and verification of mathematical ideas? These questions guide the study presented here." @default.
• W2057014729 created "2016-06-24" @default.
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• W2057014729 date "2002-03-01" @default.
• W2057014729 modified "2023-09-23" @default.
• W2057014729 title "Learning mathematics in first-grade classrooms: On whose authority?" @default.
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• W2057014729 doi "https://doi.org/10.1037/0022-0663.94.1.126" @default.
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