How does a teacher sustain collective mathematizing among non-dominant students?

Abstract

In this paper, we describe a teacher’s attempt to sustain collective mathematizing among non- dominant students in a classroom that emphasizes collective success. Taking a collectivist stance, we conceptualize the featured classroom as one in which the students function as a single learning organism. We analyze three roles that the teacher played within a lesson focused on students’ engagement with repeating patterns. Specifically, we discuss the affordances of the three roles with respect to sustaining three characteristics of a classroom that functions as a single learning organism.