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
Open accessAbstract
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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“When mathematical authority is distributed to students, they are given opportunities to 'argue, evaluate, and confirm the validity of their mathematical ideas' (Dunleavy, 2015, pp. 63-64).”
From Exercising Mathematical Authority: Three Cases of Preservice Teachers’ Algebraic Justifications (2019) · cites this paper as Dunleavy, 2015
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“This implementation structure allowed for the delegation of authority from the instructor to the PSTs in the ways advocated by research in the field (Dunleavy, 2015; Gresalfi & Cobb, 2006; Stein & Smith, 2008; Webel, 2010).”
From Exercising Mathematical Authority: Three Cases of Preservice Teachers’ Algebraic Justifications (2019) · cites this paper as Dunleavy, 2015
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Cites
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Research works printed but not linked: 12
- 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.
- Dunleavy Delegating Mathematical Authority Journal of Urban Mathematics Education Vol. 8, No. 1
- 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.
- 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.
- Cohen, E., & Lotan, R. (Eds.). (1997). Working for equity in heterogeneous classrooms: Sociological theory in practice. New York, NY: Teachers College Press.
- 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.
- 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.
- 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.
- 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.
- 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.
- Nasir, N. S., & Cobb, P. (Eds.). (2007). Improving access to mathematics: Diversity and equity in the classroom. New York, NY: Teachers College Press.
- Dunleavy Delegating Mathematical Authority Journal of Urban Mathematics Education Vol. 8, No. 1
Cited by
Sorted by citations
Equity-Directed Instructional Practices: Beyond the Dominant Perspective
Rubel, L. H. (2017) · Journal of Urban Mathematics Education · doi:10.21423/jume-v10i2a324 · Cited by 112
Cherbow, K., & McNeill, K. L. (2022) · Journal of the Learning Sciences · doi:10.1080/10508406.2021.2024433 · Cited by 55
Horn, I. S. (2016) · Urban Education · doi:10.1177/0042085916646625 · Cited by 53
Situating Teacher Movement, Space, and Relationships to Pedagogy: A Visual Method and Framework
Shapiro, B. R., Horn, I. S., Gilliam, S., & Garner, B. (2024) · Educational Researcher · doi:10.3102/0013189x241238698 · Cited by 21
Dunleavy, T. K. (2018) · Education Sciences · doi:10.3390/educsci8020058 · Cited by 17
Self-citation
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)
- 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
- diamond
- doi.org
- 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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