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Connecting Research to Teaching
Connecting Research to Teaching: Shifting Mathematical Authority from Teacher to Community

Corey Webel 

November 2010, Volume 104, Issue 4, Page 315

Abstract:

Edited by Thomas A. Evitts and Karen Heinz. This article describes differences between two high school teachers’ use of collaborative learning formats (whole-class discussions and small-group work). The duration and timing of group work in one teacher’s classroom showed the author one way in which mathematical authority can be shifted to the classroom community.
 

Keywords:
Article
Communication
Research