Title: Coping with authority in two sixth grade mathematics classrooms: Who’s in charge?
Authors: Depaepe, Fien ×
De Corte, Erik
Verschaffel, Lieven #
Issue Date: 2007
Publisher: University of Budapest
Host Document: 12th European Conference for Research on Learning and Instruction – Abstracts pages:40
Conference: European Conference for Research on Learning and Instruction edition:12 location:Budapest, Hungary date:August 2007
Abstract: It is assumed that mathematical learning is influenced by both individual and social processes, and that both kinds of processes are interwoven with each other (Cobb & Yackel, 1996). We conducted a seven-month-long case study in two sixth grade classrooms in order to document this relation-ship between the social and the individual dimension of mathematics learning. The first aim of our study was to identify how the classroom norm “who’s in charge in terms of making mathematical contributions?” develops through classroom practices. Our second aim was to link the emer-gence of this norm in classroom mathematical practices with individuals’ conceptions of who’s in charge in their class-room. Through classroom observations and teachers’ and students’ interviews, we focused on three aspects of teacher-student interaction from an instructional point of view: (1) who was allowed to judge the correctness or legitimacy of students’ responses, (2) students could ask for help to whom, and (3) who was allowed to answer their questions. We observed a different pattern with regard to these authority aspects in the two teachers’ instructional approaches. Besides, we obtained significant differences between the two classes in students’ conceptions about who is granted authority in their classrooms with regard to ‘evaluating students’ responses’ and ‘answering students’ questions’, but not for ‘asking for help’.
Description: (Symposium: Do instructional methods matter?, organized by C. Pauli & T. Seidel)
Publication status: published
KU Leuven publication type: IMa
Appears in Collections:Education and Training
× corresponding author
# (joint) last author

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