Skip to main content
SpringerLink
Log in

A Discourse-Based Framework for Identifying Authority Structures in Mathematics Classrooms

  • Chapter
  • First Online:
Inside the Mathematics Class

Part of the book series: Advances in Mathematics Education ((AME))

Abstract

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.

This chapter is essentially the article “Identifying authority structures in mathematics classroom discourse: A case of a teacher’s early experience in a new context” (printed in ZDM – The International Journal of Mathematics Education, 46(6)) followed by a postlude in which we reflect on and extend the mathematics classroom authority framework developed in the original article.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    All names are pseudonyms.

References

  • Alrø, H., & Skovsmose, O. (2002). Dialogue and learning in mathematics education: Intention, reflection, critique. Dordrecht: Kluwer.

    Google Scholar 

  • Amit, M., & Fried, M. (2005). Authority and authority relations in mathematics education: A view from an 8th grade classroom. Educational Studies in Mathematics, 58, 145–168.

    Article  Google Scholar 

  • Andersson, A., & Wagner, D. (2016). Language repertoires for mathematical and other discourses. In Proceedings of the 38th annual meeting of the North American chapter of the international group for the psychology of mathematics education (pp. 1166–1172). Tucson, USA.

    Google Scholar 

  • Andersson, A., & Wagner, D. (2017). Love and bullying in mathematical conversations. In Proceedings of the ninth international mathematics education and society conference. Volos, Greece.

    Google Scholar 

  • Biber, D., Conrad, S., & Cortes, V. (2004). If you look at...: Lexical bundles in university teaching and textbooks. Applied Linguistics, 25(3), 371–405.

    Article  Google Scholar 

  • Bishop, A. (1988). Mathematical enculturation: A cultural perspective in mathematics education. Dordrecht: D. Reidel Publishing Company.

    Book  Google Scholar 

  • Boaler, J. (2003). Studying and capturing the complexity of practice – the case of the “dance of agency.” In Proceedings of the 27th conference of the international group for the psychology of mathematics education held jointly with the 25th conference of PME-NA (vol. I, pp. 3–16). Honolulu, Hawaii.

    Google Scholar 

  • Cobb, P., Yackel, E., & Wood, T. (1993). Theoretical orientation. In D. Dillon (Ed.), Rethinking elementary school mathematics: Insights and issues, Monograph #6. Reston: NCTM.

    Google Scholar 

  • Harré, R., & van Langenhove, L. (1999). The dynamics of social episodes. In R. Harré & L. van Langenhove (Eds.), Positionining theory: Moral contexts of intentional action (pp. 1–13). Malden: Blackwell.

    Google Scholar 

  • Herbel-Eisenmann, B. (2009). Negotiation of the “presence of the text”: How might teachers’ language choices influence the positioning of the textbook? In J. Remillard, B. Herbel-Eisenmann, & G. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 134–151). New York: Routledge.

    Google Scholar 

  • Herbel-Eisenmann, B., & Wagner, D. (2010). Appraising lexical bundles in mathematics classroom discourse: Obligation and choice. Educational Studies in Mathematics, 75, 43–63.

    Article  Google Scholar 

  • Herbel-Eisenmann, B., Wagner, D., & Cortes, V. (2010). Lexical bundle analysis in mathematics classroom discourse: The significance of stance. Educational Studies in Mathematics, 75(1), 23–42.

    Article  Google Scholar 

  • Herbel-Eisenmann, B., Kristmanson, P., & Wagner, D. (2011). Modality in French immersion mathematics. In ICMI Study 21 conference: Mathematics education and language diversity. Sao Paulo, Brazil.

    Google Scholar 

  • Herbel-Eisenmann, B., Wagner, D., Johnson, K., Suh, H., & Figueras, H. (2015). Positioning in mathematics education: revelations on an imported theory. Educational Studies in Mathematics, 89(2), 185–204.

    Article  Google Scholar 

  • Hufferd-Ackles, K., Fuson, K. C., & Sherin, M. G. (2004). Describing Levels and Components of a Math-Talk Learning Community. Journal for Research in Mathematics Education, 35(2), 81.

    Article  Google Scholar 

  • Martin, J., & White, P. (2005). The language of evaluation: Appraisal in English. New York: Palgrave.

    Book  Google Scholar 

  • Morgan, C. (1998). Writing mathematically: The discourse of investigation. Bristol: Falmer Press.

    Google Scholar 

  • Oyler, C. (1996). Making room for students: Sharing teacher authority in room 104. New York: Teachers College Press.

    Google Scholar 

  • Pace, J. (2003). Using ambiguity and entertainment to win compliance in a lower-level U.S. history class. Journal of Curriculum Studies, 35, 83–110.

    Article  Google Scholar 

  • Pace, J., & Hemmings, A. (2007). Understanding authority in classrooms: A review of theory, ideology, and research. Review of Educational Research, 77, 4–27.

    Article  Google Scholar 

  • Pickering, A. (1995). The mangle of practice: Time, agency & science. Chicago: The University of Chicago Press.

    Book  Google Scholar 

  • Pimm, D. (1987). Speaking mathematically. London: Routledge and Kegan Paul.

    Google Scholar 

  • Rittenhouse, P. (1998). The teacher’s role in mathematical conversation: Stepping in and stepping out. In M. Lampert & M. L. Blunk (Eds.), Talking mathematics in schools: Studies of teaching and learning. New York: Cambridge University Press.

    Google Scholar 

  • Roesken, B., Hannula, M., & Pehkonen, E. (2011). Dimensions of students’ views of themselves as learners of mathematics. ZDM, 43, 497–506.

    Article  Google Scholar 

  • Rowland, T. (1992). Pointing with pronouns. For the Learning of Mathematics, 12(2), 44–48.

    Google Scholar 

  • Rowland, T. (2000). The pragmatics of mathematics education: Vagueness in mathematical discourse. London: Falmer.

    Google Scholar 

  • Schoenfeld, A. (1992). Reflections on doing and teaching mathematics. In A. Schoenfeld (Ed.), Mathematical thinking and problem solving (pp. 53–70). Hillsdale: Erlbaum.

    Google Scholar 

  • Skemp, R. (1979). Intelligence, learning, and action. New York: Wiley.

    Google Scholar 

  • Skovsmose, O. (2001). Landscapes of investigation. ZDM, 33(4), 123–132.

    Google Scholar 

  • Wagner, D. (2012). Opening mathematics texts: Resisting the seduction. Educational Studies in Mathematics, 80(1–2), 153–169.

    Article  Google Scholar 

  • Wagner, D., & Herbel-Eisenmann, B. (2009). Re-mythologizing mathematics through attention to classroom positioning. Educational Studies in Mathematics, 72, 1–15.

    Article  Google Scholar 

  • Wagner, D., & Herbel-Eisenmann, B. (2008). ‘Just don’t’: The suppression and invitation of dialogue in the mathematics classroom. Educational Studies in Mathematics, 67(2), 143–157.

    Article  Google Scholar 

  • Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4), 458–477.

    Article  Google Scholar 

  • Yin, R. (2006). Case study methods. In J. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in educational research (pp. 111–122). Mahwah: LEA & AERA.

    Google Scholar 

Download references

Acknowledgment

This research was supported by the Social Sciences and Humanities Research Council of Canada, as part of a grant entitled “Positioning and Authority in Mathematics Classrooms.”

Author information

Authors and Affiliations

  1. Faculty of Education, University of New Brunswick, Fredericton, NB, Canada

    David Wagner

  2. Department of Teacher Education, Michigan State University, East Lansing, MI, USA

    Beth Herbel-Eisenmann

Authors
  1. David Wagner
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Beth Herbel-Eisenmann
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to David Wagner .

Editor information

Editors and Affiliations

  1. Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany

    Uwe Gellert

  2. Department of Mathematics and Computer Science, Universität Bremen, Bremen, Germany

    Christine Knipping

  3. Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany

    Hauke Straehler-Pohl

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG, part of Springer Nature

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Wagner, D., Herbel-Eisenmann, B. (2018). A Discourse-Based Framework for Identifying Authority Structures in Mathematics Classrooms. In: Gellert, U., Knipping, C., Straehler-Pohl, H. (eds) Inside the Mathematics Class. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-79045-9_14

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-79045-9_14

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-79044-2

  • Online ISBN: 978-3-319-79045-9

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation