Learning mathematics in first-grade classrooms: On whose authority?

• DOI: 10.1037/0022-0663.94.1.126
• Publication Date: 2005-10-07T19:17:19Z
• Authors: Jill V. Hamm; Michelle Perry
• Keywords: 4. Education; 05 social sciences; 0503 education

Integral to knowing mathematics is an understanding of how mathematical ideas are generated and validated. In classrooms, teachers socialize this by establishing discourse patterns participatory structures in which various sources—the teacher, the text, discipline mathematics, or community learners—are implicitly explicitly credited with authority develop validate ideas. present investigation, authors focused on classroom processes that grant sources 6 first-grade classrooms. general, firmly few exceptions positioned themselves as sole their Yet, found significant 1 teacher’s lessons, these inspiring possibilities accomplishing shift from a formal growth-and-change tradition socializing students into mathematics. Mathematical ideas, although oftentimes presented textbooks, originate human experience. Still, many us turn texts experts verify our Although there nothing wrong checking formulations against those books experts, practice potentially hides fact originated people. The invention (albeit, invented extraordinary humans) may seem obvious, but it not obvious young American schools. Most act if predetermined unarguable truths, they either do understand, could possibly contribute question (Schoenfeld, 1992; Stodolsky, 1988). Why would be case? other words, why have no say creation verification ideas? And, we take recent reforms education seriously, vitally involved conducting inquiry, can change promote active role These questions guide study here.