Re-conceptualizing the development of agency in the school mathematics classroom

Datos Bibliográficos

ID4742337
AutoresRaymond Brown (Griffith University), Raymond Albert Joseph Brown (0000-0003-2158-9056, Griffith University, autor de correspondencia)
Año2020
Volumen59
Número2
Páginas139-149
Fecha de publicación2020-04-02
Open AccessNo
TipoARTICLE
RevistaTheory Into Practice (JOURNAL)
Identificadores de la revistaISSN: 0040-5841 • E-ISSN: 1527-2532
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2019.1702394
OpenAlexW2996004640
IdiomaEN
Citas recibidas1
Referencias citadas9

A question that confronts teachers of mathematics is how best to establish in their classrooms a space where students can participate more fully in the curriculum. This article explores the development of agency in the school mathematics classroom. Using data from a variety of classroom contexts, this article employs sociocultural constructs of theorists such as Lev Vygotsky and James Wertsch to examine teacher and student activity during classroom interactions. A specific focus of this examination is the development of student agency. In particular, I explore practices that recognize the tension between the agency of the people teaching and learning the mathematics and the agency of the discipline that accredits and conventionalizes ways of knowing and doing the mathematics. The article concludes that it is in the teacher-student negotiation of coming to know and do mathematics that the development of student agency can be actualized

Agency (philosophy · Connected Mathematics · Curriculum · Math wars · Mathematics education · Negotiation · Pedagogy · Social science · Sociocultural evolution · Sociology · Innovative Education and Learning Practices · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies