id: 05588460
dt: j
an: 2009e.00140
au: Fried, Michael N.; Amit, Miriam
ti: The co-development and interrelation of proof and authority: the case of
Yana and Ronit.
so: Math. Educ. Res. J. 20, No. 3, 54-77 (2008).
py: 2008
pu: Springer Netherlands, Dordrecht; Mathematics Education Research Group of
Australasia (MERGA), Wahroonga, New South Wales, Australia
la: EN
cc: C63 E53
ut: grade 8; power structure; thinking skills; mathematics skills; logical
thinking; student attitudes; interviews; mathematical logic; validity;
educational environment; teacher student relationship; teaching methods
ci:
li: doi:10.1007/BF03217530
ab: Summary: Students’ mathematical lives are characterized not only by a set
of mathematical ideas and the engagement in mathematical thinking, but
also by social relations, specifically, relations of authority.
Watching student actions and speaking to students, one becomes
cognizant of a "web of authority" ever present in mathematics
classrooms. In past work, it has been shown how those relations of
authority may sometimes interfere with students’ reflecting on
mathematical ideas. However, ... by shifting the emphasis from
domination and obedience to negotiation and consent ..." (Amit \&
Fried, 2005, p.164) it has also been stressed that these relations are
fluid and are, in fact, a "sine qua non" in the process of students’
defining their place in a mathematical community. But can these fluid
relations be operative also in the formation of specific mathematical
ideas? It is my contention that they may at least coincide with
students’ thinking about one significant mathematical idea, namely,
the idea of "proof." In this talk, I shall discuss both the general
question of authority in the mathematics classroom and its specific
connection with students’ thinking about proof in the context of work
done in two 8th grade classrooms. (Contains 12 footnotes and 1 figure.)
(ERIC)
rv: