Authority Relations and the Tertiary-to-Secondary (Dis)Continuity

Autor/inn/en	Lai, Yvonne; Baldinger, Erin E.
Titel	Authority Relations and the Tertiary-to-Secondary (Dis)Continuity
Quelle	In: For the Learning of Mathematics, 41 (2021) 2, S.26-31 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Mathematics Teachers; Mathematics Instruction; Secondary School Teachers; Teacher Attitudes; Communities of Practice; Validity; Mathematical Logic; Teacher Student Relationship; Context Effect; Decision Making; Higher Education; Teacher Role; Problem Solving + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Lehrerverhalten; Community; Gültigkeit; Mathematical logics; Mathematische Logik; Teacher student relationships; Lehrer-Schüler-Beziehung; Decision-making; Entscheidungsfindung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerrolle; Problemlösen
Abstract	In this paper, we propose a potential interactional explanation of tertiary-to-secondary (dis)continuity: that of authority relations. Using secondary mathematics teachers' proof validations across two contexts, we suggest that secondary teachers' conceptions of authority shape their capacity to reconcile their positions as former mathematics students and current mathematics teachers, so as to participate in mathematical communities. (As Provided).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: https://flm-journal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01