Shifting mathematical authority from teacher to community

• Autores: Corey Webel, Thomas A. Evitts (ed. lit.), Karen Heinz (ed. lit.)
• Localización: Mathematics teacher, ISSN-e 2330-0582, ISSN 0025-5769, Vol. 104, Nº 4, 2010, págs. 315-318
• Idioma: inglés
• DOI: 10.5951/mt.104.4.0315
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• Resumen

  • This article describes differences between two high school teachers' use of collaborative learning formats (whole-class discussions and small-group work). The duration and timing of group work in one teacher's classroom showed the author one way in which mathematical authority can be shifted to the classroom community.