.png){kind=icon}
返回
Authority, Identity, and Collaborative Mathematics
.png){kind=icon}
PRE
AI
DOI：10.5951/jresematheduc.48.3.0237.png)
.png){kind=icon}
原文求助.png){kind=icon}
分享.png){kind=icon}
收藏
摘要
En 中文
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.
Keyword:
Equity
Identity
Mathematics discussions
Problem-based learning
AI总结
对已上传原文的论文进行重点信息的提取，主要内容包括：简要概述、研究摘要、背景介绍、关键亮点、图文解析、展望与总结。
期刊
J
IF:
3.6
论文数:
762
被引数:
2.5K
机构
引用论文
暂无论文信息