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Teachers have a pedagogical authority by virtue of their institutional position; in contrast, mathematical authority is a dynamic and negotiated relationship between people, for co-construction of mathematical knowledge. The present paper introduces an ethical perspective by which mathematical authority is a fundamental characteristic of the I-Other relation, between Teacher and Student who meet in the mathematics classroom. This excludes that sharing authority can be consequence of a transaction: rather, it derives from the asymmetry of the interpersonal which depends on the fact that the Other comes from a dimension of height, even if the Other is week. This refers to a Levinasian-postmodern conception of authority. Other authors, such as Annah Arendt, points out that the traditional conception of authority is in crisis, also at school. Through mentioning classroom episodes, the present paper considers the possibility that sharing authority might be unsuccessful or impossible. Anyway, the teacher is called to continue the dialogue with the students, in favour of the I-Other relation, considering sharing authority an ideal situation for the mathematics classroom. When sharing authority is unsuccessful, an ethical perspective about authority helps the teacher to highlight educational problems and to develop further opportunities for the students.