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