Shifting Mathematical Authority from Teacher to Community
Research shows that students generally view mathematics teachers as the final authority on mathematical correctness, the sole arbiter of whether or not answers are right. Such reliance is problematic, since students who always defer to their teachers are failing to make sense of their own solutions....
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| Veröffentlicht in: | The Mathematics teacher 2010-11, Vol.104 (4), p.315-318 |
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| container_issue | 4 |
| container_start_page | 315 |
| container_title | The Mathematics teacher |
| container_volume | 104 |
| creator | Webel, Corey Evitts, Thomas A. Heinz, Karen |
| description | Research shows that students generally view mathematics teachers as the final authority on mathematical correctness, the sole arbiter of whether or not answers are right. Such reliance is problematic, since students who always defer to their teachers are failing to make sense of their own solutions. Here, Heinz talks about the advantages she had observed when she shifted her mathematical authority teaching strategy from teacher to community. |
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| identifier | ISSN: 0025-5769 |
| ispartof | The Mathematics teacher, 2010-11, Vol.104 (4), p.315-318 |
| issn | 0025-5769 2330-0582 |
| language | eng |
| recordid | cdi_proquest_journals_804784311 |
| source | JSTOR Mathematics & Statistics; JSTOR |
| subjects | Audiences Class discussion Classroom management Collaboration Community Connecting Research to Teaching Mathematical knowledge Mathematical problems Mathematics education Mathematics teachers Political discourse Secondary school teachers Student attitudes Teachers Teaching methods |
| title | Shifting Mathematical Authority from Teacher to Community |
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