RUME 26
2024
Omaha, Nebraska
Beyond Correctness: Characterizing Authority to Assess in an Abstract Algebra Classroom
Page: 1119
In what ways do students bear mathematical authority in advanced mathematics classrooms? What authority relations arise within inquiry-oriented classrooms? Answering these questions may give insight into the inequities that exist within undergraduate mathematics education. We share findings from our initial investigation of 7 lessons from one inquiry-oriented abstract algebra (IOAA) classroom to determine who gets to have authority to do certain activities. Taking an action-based approach to parsing authority relations, we attended to who bears authority for the activities of authorship, communication of ideas, and assessment of ideas. Our preliminary findings propose five categories of activities for assessment as well as several observations about the nature of authority relations within an IOAA classroom.