We present an analysis of three 9th grade integrated mathematics lessons in which a group of teachers and researchers redesigned a sequence of lessons with the goal of engaging a linguistically diverse group of students in productive and powerful discussions (Herbel-Eisenmann et al. 2013). The three lessons were part of a design experiment. Two…

In mathematics classrooms, teachers are often the authority as a knower of mathematics. To support students to develop their identity as doers of mathematics, teachers need to decenter the authority and to place students in a more powerful position as autonomous thinkers. Building on the work of Herbel-Eisenmann and colleagues (2013), this paper…

By applying a conversation analytic approach to analyze the fine-grained manifestation of authority in classroom interaction, we examine the interaction between a teacher and a student while the student presented a solution at the whiteboard. This case highlights the complexity of shared authority and the ways that authority is construed by…

We identify storylines about youth from minoritized cultures and/or languages in Norwegian news media to identify positionings made available to migrated and Indigenous mathematics students in this public discourse. Our search from 2003-2020 in a Norwegian media database including newspapers, journals, tabloids, etc., identified 1896 articles,…

This article explores how situating the linguistic move of revoicing within broader structures helps to explain why researchers and practitioners attribute a variety of forms and functions to revoicing, and shows how revoicing may be described as consisting of and situated within a broader set of discourse structures that represent a continuum…

The mathematics register refers to the forms of meaning and styles of communication characteristic to the mathematics disciplinary community. An important role of teachers is to support students in developing facility with the mathematics register in order to support students' learning. This study focuses on the ways in which a group of secondary…

In this paper, we share our dilemma of disrupting teachers' deficit frames of students. The data comes from a professional development program with nine secondary mathematics teachers. In particular, we attended to when teachers talk about "low-level" students. Drawing on Harré and van Langenhove's (1999) idea of positioning, we examined…