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Transformative Language Routines, Student Authority, and Student Participation
Mon, April 12, 2:50 to 4:20pm EDT (2:50 to 4:20pm EDT), SIG Sessions, SIG-Research in Mathematics Education Paper and Symposium SessionsSession Type: Paper Session
Abstract
This session explores the role of language routines and discursive techniques in the way authority is distributed in mathematics classrooms. The four papers take on different aspects of language, authority, collaboration, and participation. The papers provide insights into how to engage students and position them as key contributors in mathematics classrooms.
Sub Unit
Chair
Papers
Beyond Student Talk: Transforming a Classroom Culture of Participation - José Martínez Hinestroza, Texas State University
"I'm Telling!" Exploring Sources of Peer Authority During K–2 Collaborative Mathematics Activity - Jennifer Marie Langer-Osuna, Stanford University; Rosa Chavez, Stanford University; Faith Kwon, Stanford University; Jim Malamut, Stanford University; Kimiko E. Lange, Stanford University; Emma Gargroetzi, Stanford University
Instilling Greater Responsibility by Sharing Authority With Students: Teacher Discursive Techniques in Whole-Class Discussions - Kimiko E. Lange, Stanford University; Jennifer Marie Langer-Osuna, Stanford University
Using Mathematical Language Routines to Engage High School Students in Mathematical Reasoning - Sarah Ann Roberts, University of California - Santa Barbara; Cameron Dexter Torti, University of California - Santa Barbara; Julie Bianchini, University of California - Santa Barbara; Tomy Tri Nguyen, University of California - Santa Barbara; Rue Mansour, University of California - Santa Barbara