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Cited by 48Mathematics Education and Teaching TechniquesTeacher Education and Leadership StudiesHigher Education Practises and Engagement

The DOI matches its Crossref record; 47 of the 47 references it cites were found in a registry or an index.

Delegating Mathematical Authority as a Means to Strive Toward Equity

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Dunleavy, Teresa K.·2015·Journal of Urban Mathematics Education
DOI 10.21423/jume-v8i1a242
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Abstract

In this article, the author provides insight into the pedagogical processes for delegating mathematical authority to students, through the use of specific classroom structures, as a means to strive toward equity. Employing qualitative methods, the author analyzes transcripts of classroom video, along with field notes and teacher and student interviews, collected during one semester of the participating teacher's Algebra I course. The author addresses how the teacher's practice was striving toward equity through the use of classroom structures that delegated mathematical authority to students. Analyses revealed that the teacher delegated mathematical authority through the use of student presentations, Shuffle Quizzes, and Participation Quizzes. Each instance featured was chosen to highlight a different facet of the ways in which delegating authority repositioned students as competent sense-makers.

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Show all 43 references

Research works printed but not linked: 12

  1. Boaler, J. (2006). Promoting 'relational equity' and high school mathematics achievement through an innovative mixed-ability approach. British Educational Research Journal, 34(2), 167-194.
  2. Dunleavy Delegating Mathematical Authority Journal of Urban Mathematics Education Vol. 8, No. 1
  3. Cohen, E. (1997a). Equity in heterogeneous classrooms: A challenge for teachers and sociologists. In E. G. Cohen & R. A. Lotan (Eds.), Working for equity in heterogeneous classrooms: Socio- logical theory in practice (pp. 3-14). New York, NY: Teachers College Press.
  4. Cohen, E. (1997b). Understanding status problems: Sources and consequences. In E. G. Cohen & R. A. Lotan (Eds.), Working for equity in heterogeneous classrooms: Sociological theory in practice (pp. 77-91). New York, NY: Teachers College Press.
  5. Cohen, E., & Lotan, R. (Eds.). (1997). Working for equity in heterogeneous classrooms: Sociological theory in practice. New York, NY: Teachers College Press.
  6. Ehrlich, D. E., & Zack, M. B. (1997). The power in playing the part. In E. G. Cohen & R. A. Lotan (Eds.), Working for equity in heterogeneous classrooms: Sociological theory in practice (pp. 44-57). New York, NY: Teachers College Press.
  7. Gutiérrez, R. (2007). (Re)defining equity: The importance of a critical perspective. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 37-50). New York, NY: Teachers College Press.
  8. Hand, V. (2003). Reframing participation: How mathematics classrooms afford opportunities for mathematical activity that is meaningful to students from diverse social and cultural back- grounds (Doctoral dissertation). Stanford University, Stanford, CA.
  9. Jilk, L. M. (2007). Translated mathematical: Immigrant women's use of salient identities as cultural tools for interpretation and learning (Doctoral dissertation). Michigan State University, East Lansing, MI.
  10. Lotan, R. A. (1997). Complex instruction: An overview. In E. G. Cohen & R. A. Lotan (Eds.), Work- ing for equity in heterogeneous classrooms: Sociological theory in practice (pp. 15-27). New York, NY: Teachers College Press.
  11. Nasir, N. S., & Cobb, P. (Eds.). (2007). Improving access to mathematics: Diversity and equity in the classroom. New York, NY: Teachers College Press.
  12. Dunleavy Delegating Mathematical Authority Journal of Urban Mathematics Education Vol. 8, No. 1

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Metadata

Authors
Dunleavy, T. K.
Affiliations
University of San Diego (US)
Corresponding author
Dunleavy, Teresa K.
Venue
Journal of Urban Mathematics Education
Publisher
Texas A&M University Libraries
Published
2015-07-30
Volume
8
Issue
1
ISSN
2151-2612 (ISSN-L)
DOI
10.21423/jume-v8i1a242
OpenAlex
W1836201742
Cited by
45
References
43
Citations by year
2026: 3 · 2025: 5 · 2024: 7 · 2023: 5 · 2022: 10 · 2021: 1 · 2020: 4 · 2019: 5 · 2018: 1 · 2017: 3 · 2016: 1
FWCI
8.33
Type
journal article
Language
en
Open access
Licence
cc-by-nc-sa
Locations
  • Journal of Urban Mathematics Education (publishedVersion, cc-by-nc-sa)
  • Texas A&M University Libraries
Topics
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Higher Education Practises and Engagement
Keywords
equity in mathematics education, student presentations, classroom structure, Algebra I, sensemaking, student competencies, teacher practices

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