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Teresa Dunleavy
Delegating Mathematical Authority as a Means to Strive Toward Equity

In this article, the author provides insight into the pedagogical processes for dele-gating mathematical authority to students, through the use of specific classroom structures, as a means to strive toward equity. Employing qualitative methods, the author analyzes transcripts of classroom video, along with field notes and teacher and student interviews, collected during one semester of the participating teacher’s Algebra I course. The author addresses how the teacher’s practice was striving to-ward equity through the use of classroom structures that delegated mathematical authority to students. Analyses revealed that the teacher delegated mathematical authority through the use of student presentations, Shuffle Quizzes, and Participa-tion Quizzes. Each instance featured was chosen to highlight a different facet of the ways in which delegating authority repositioned students as competent sense-makers.

Journal of Urban Mathematics Education

Teresa K. Dunleavy, Vanderbilt University

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