id: 06618985
dt: j
an: 2016e.00235
au: Langer-Osuna, Jennifer M.
ti: The social construction of authority among peers and its implications for
collaborative mathematics problem solving.
so: Math. Think. Learn. 18, No. 2, 107-124 (2016).
py: 2016
pu: Taylor \& Francis (Routledge), Philadelphia, PA
la: EN
cc: C60 D50
ut: peers; authority; collaborative problem solving
ci:
li: doi:10.1080/10986065.2016.1148529
ab: Summary: This article describes a study of how students construct relations
of authority during dyadic mathematical work and how teachers’
interactions with students during small group conferences affect
subsequent student dynamics. Drawing on the influence framework [{\it
R. A. Engle} et al., “Toward a model of influence in persuasive
discussions: negotiating quality, authority, privilege, and access
within a student-led argument", J. Learn. Sci. 23, No. 2, 245‒268
(2014; \url{doi:10.1080/10508406.2014.883979})], I examined
interactions when students appropriated their peers’ ideas during
collaborative mathematical problem solving and noted that each moment
tended to follow particular interactions around authority. Notably,
social and intellectual forms of authority became linked in ways that
were directly related to how students’ ideas and behaviors were
evaluated by the teacher. I close by discussing how the study of
authority and influence offers fertile analytic ground to generate new
understandings about collaborative student work in mathematics
classrooms.
rv: