Identificación de las estructuras de autoridad en el discurso del aula matemática: las primeras experiencias de un profesor en un contexto nuevo

• Wagner, David ^[1] ; Herbel-Eisenmann, Beth
  1. [1] University of New Brunswick

     University of New Brunswick

     Canadá

     
• Localización: Revista de Educación Matemática (RevEM), ISSN-e 1852-2890, ISSN 0326-8780, Vol. 37, Nº. 3, 2022, págs. 6-32
• Idioma: español
• DOI: 10.33044/revem.39919
• Títulos paralelos:
  • Identifying authority structures in mathematics classroom discourse: a case of a teacher’s early experience in a new context
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Exploramos un marco conceptual para analizar el discurso en el aula de matemática a fin de comprender cómo se ejerce la autoridad. En este estudio de caso, un profesor se traslada de una escuela donde ya es conocido a un entorno totalmente nuevo. Esta situación nos ofrece la oportunidad de explorar el uso del marco conceptual como una herramienta para comprender cómo se relacionan la práctica del lenguaje y la autoridad en el contexto de un aula de matemática. Este estudio de caso pone de manifiesto los desafíos que supone establecer la autoridad disciplinaria en un nuevo contexto y al mismo tiempo desarrollar el sentido de autoridad de los estudiantes dentro de la disciplina. Para analizar la comunicación en la clase del 12º grado2 en la primera escuela y en la clase del 9º grado3 a principios de año en la nueva escuela, utilizamos las cuatro categorías de posicionamiento extraídas de nuestro anterior análisis de los patrones lingüísticos dominantes en las aulasde matemática: autoridad personal, discurso como autoridad, inevitabilidad discursiva y libertad de acción personal.

  • English

    We explore a conceptual frame for analyzing mathematics classroom discourse to understand the way authority is at work. This case study of a teacher moving from a school where he is known to a new setting offers us the opportunity to explore the use of the conceptual frame as a tool for understanding how language practice and authority relate in a mathematics classroom. This case study illuminates the challenges of establishing disciplinary authority in a new context while also developing the students’ sense of authority within the discipline. To analyze the communication in the teacher’s grade 12 class in the first school and grade 9 class early in the year at the new school, we use the four categories of positioning drawn from our earlier analysis of pervasive language patterns in mathematics classrooms—personal authority, discourse as authority, discursive inevitability, and personal latitude.

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