Authority Systems in Elementary Mathematics

• In Event: Equity Topics in Mathematics Education

Abstract

Classroom-based systems of authority clearly outline to whom mathematical competencies are granted in classroom spaces. In this micro-ethnographic study, we investigated three elementary mathematics classrooms to explore the everyday positionings of third, fourth, and fifth grade students in their pursuits to complete mathematical tasks. We use positioning theory (Van Langenhove & Harré, 1999) to uncover the ways in which students position themselves and others in relation to the teacher’s centralized mathematical authority. Using these findings, we present a narrative of how classroom based authorities influence how students navigate and begin to exist in these mathematical spaces. We conclude with implications for the research community to consider.

Authors

• Daniel Edelen, University of Central Florida

• Sarah B Bush, University of Central Florida

• Janet B. Andreasen, University of Central Florida