Creating a Culture of (In)Dependence 
	Adam P. Harbaugh, University of North Carolina, Charlotte

In this study, the interactions in one middle-school mathematics classroom 
are examined for potential sharing of mathematical authority that takes place 
via a teacher’s uses of authoritative discourse. The discourse of several classes 
is analyzed to investigate an alignment between the teacher’s intentions and 
practices in the context of creating a sense of independence in students. 
Results indicate that by not allowing students much stake in judgments of 
mathematical validity, teachers may unwittingly create a classroom culture of 
students’ dependence on “other” mathematical authorities.

Academic Exchange Quarterly Winter 2005 Volume 9, Issue 4 Order Copy
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