for the learning of mathematics

Yvonne Lai ,  Erin E. Baldinger - Vol. 41 Num. 2 (2021)
 Authority relations and the tertiary-to-secondary (dis)continuity


In this paper, we propose a potential interactional explanation of tertiary-to-secondary (dis)continuity: that of authority relations. Using secondary mathematics teachers’ proof validations across two contexts, we suggest that secondary teachers’ conceptions of authority shape their capacity to reconcile their positions as former mathematics students and current mathematics teachers, so as to participate in mathematical communities.


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