Abstract
Teachers often find it hard to balance between justice to the students’ input and leading the class towards the decided goal. We focus on how the teacher orchestrates the balance between whole class student authority and accountability to the discipline. In the case a student presents the result from group work but at some point needs help. The teacher de-personalises the discussion and directs the
class’ attention to the subject and not to individual students. Thereby, the class is treated as a community with a shared authority. By the end, collective learning has taken place.
class’ attention to the subject and not to individual students. Thereby, the class is treated as a community with a shared authority. By the end, collective learning has taken place.
| Original language | English |
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| Title of host publication | Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education |
| Editors | A. I. Sacristán, J. C. Cortés-Zavala, P. M. Ruiz-Arias |
| Number of pages | 5 |
| Place of Publication | Cinvestav / AMIUTEM / PME-NA |
| Publication date | 2020 |
| Pages | 2052-2056 |
| ISBN (Electronic) | 978-1-7348057-0-3 |
| DOIs | |
| Publication status | Published - 2020 |
| Event | 42nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education - , Mexico Duration: 27 May 2020 → 6 Jun 2020 |
Conference
| Conference | 42nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education |
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| Country/Territory | Mexico |
| Period | 27/05/2020 → 06/06/2020 |