It’s like you’re a teacherǃ a social semiotic analysis of authority relations among high school mathematics students

Jennifer Langer-Osuna, Indigo Esmonde

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter draws from social semiotics to explore how recent trends in mathematics pedagogy affect classroom interaction. We perform a genre analysis on several excerpts of classroom interaction, drawn from classrooms in transition, from a more teacher-centered approach, toward approaches that invest students with authority to construct mathematics for themselves. We use these excerpts to show the challenge of shifting from a familiar genre to the more experimental student-centered pedagogies.

Original languageEnglish (US)
Title of host publicationInternational Handbook of Semiotics
PublisherSpringer Netherlands
Pages1213-1223
Number of pages11
ISBN (Print)9789401794046, 9789401794039
DOIs
StatePublished - Jan 1 2015
Externally publishedYes

Keywords

  • Authority
  • Genre analysis
  • Mathematics education
  • Reform mathematics pedagogy
  • Social semiotics

ASJC Scopus subject areas

  • Arts and Humanities(all)
  • Social Sciences(all)

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  • Cite this

    Langer-Osuna, J., & Esmonde, I. (2015). It’s like you’re a teacherǃ a social semiotic analysis of authority relations among high school mathematics students. In International Handbook of Semiotics (pp. 1213-1223). Springer Netherlands. https://doi.org/10.1007/978-94-017-9404-6_58