Re-Conceptualizing the Development of Agency in the School Mathematics Classroom

Autor/in	Brown, Raymond
Titel	Re-Conceptualizing the Development of Agency in the School Mathematics Classroom
Quelle	In: Theory Into Practice, 59 (2020) 2, S.139-149 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2019.1702394
Schlagwörter	Mathematics Instruction; Teaching Methods; Personal Autonomy; Mathematics Teachers; Sociocultural Patterns; Classroom Communication; Teacher Student Relationship; Student Attitudes; Elementary Secondary Education; Persuasive Discourse + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Individuelle Autonomie; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Soziokulturelle Theorie; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Persuasion; Persuasive Kommunikation
Abstract	A question that confronts teachers of mathematics is how best to establish in their classrooms a space where students can participate more fully in the curriculum. This article explores the development of agency in the school mathematics classroom. Using data from a variety of classroom contexts, this article employs sociocultural constructs of theorists such as Lev Vygotsky and James Wertsch to examine teacher and student activity during classroom interactions. A specific focus of this examination is the development of student agency. In particular, I explore practices that recognize the tension between the agency of the people teaching and learning the mathematics and the agency of the discipline that accredits and conventionalizes ways of knowing and doing the mathematics. The article concludes that it is in the teacher-student negotiation of coming to know and do mathematics that the development of student agency can be actualized. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01