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"So What Are We Working On?": How Student Authority Relations Shift during Collaborative Mathematics Activity
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Jennifer M. Langer-Osuna; Jen Munson; Emma Gargroetzi; Immanuel Williams; Rosa Chavez – Grantee Submission, 2020
This paper explores peer interactions in an elementary mathematics classroom (ages 9-10) where the teacher intentionally shared authority with her students and supported them in learning to share authority with one another. Authors examine how students shifted between shared, concentrated, and contested social and intellectual authority relations…
Descriptors: Power Structure, Peer Relationship, Cooperative Learning, Mathematics Activities