This nontraditional dissertation is designed to research three separate, but connected, topics of inquiry. The first study is a systematic review of literature intended to better understand how the field has conceptualized and researched relations of power, specifically relations of authority, autonomy, and agency. In this study, I aim to answer two research questions: 1) How has authority, autonomy, and agency been conceptualized in the field of mathematics education over time and from what epistemological perspectives? 2) What results, findings, and themes characterize authority, autonomy, and agency within the field of mathematics education? The second and third studies use data collected from an eight-week observation of a first-grade mathematics classroom. The second study is an interactional ethnographic investigation of the eight-week observational period. In this study, I explore the following research question: What authorities do students socially construct over time in a first-grade mathematics classroom? I found that students constructed two kinds of authority: Mathematical and Ritual. Implications for future research are shared. The third study also uses the data collected from the eight-week observational period. It employs a microethnographic approach to analyze the data collected during the observational period. In this study, I make visible the social construction of opportunities for learning. I explore the following research question: How do students socially construct opportunities to learn over time in a first-grade mathematics classroom? Through tracing a singular utterance, "help," students made visible the ways in which they constructed different opportunities for learning. Implications for research are shared.
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Doctor of Philosophy (Ph.D.)
College of Community Innovation and Education
School of Teacher Education
Education; Elementary Education
Length of Campus-only Access
Doctoral Dissertation (Campus-only Access)
Edelen, Daniel, "Socially Constructed Ways of Being and Interacting in a First-grade Mathematics Classroom" (2022). Electronic Theses and Dissertations, 2020-. 1004.
Restricted to the UCF community until May 2027; it will then be open access.