PROCEEDINGS OF THE 16TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2013
Denver, Colorado
PAR for the Course: Developing Mathematical Authority
Page: 2-394
Perceived mathematical authority plays an important role in how students engage in mathematical interactions, and ultimately how they learn mathematics. This paper elaborates the concept of mathematical authority (Engle, 2011) by introducing two concepts: scope and relationality. This elaborated view is applied to a number of peer-interactions in a specialized peer-assessment context. In this context, self-perceived authority influenced the way feedback was framed (as either questions or assertions).