NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1141495
Record Type: Journal
Publication Date: 2017-May
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0021-8251
Authority, Identity, and Collaborative Mathematics
Langer-Osuna, Jennifer M.
Journal for Research in Mathematics Education, v48 n3 p237-247 May 2017
The field of mathematics education research has seen a resurgence of interest in understanding collaborative learning because students in K-12 classrooms are increasingly expected to make sense of mathematics problems together. This Research Commentary argues for the importance of understanding student authority relations in collaborative mathematics classrooms. How intellectual authority becomes constructed, organized, and distributed among students has implications for both mathematics learning and the development of mathematics-linked identities. This research commentary suggests directions for future work to gain clarity on the mechanisms that undergird the distribution of authority in order to support powerful mathematics classrooms.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A