Students’ Critical Awareness of Voice and Agency in Mathematics Classroom Discourse

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Re-mythologizing mathematics through attention to classroom positioning (2009, background): “Going beyond these constructs, which focus on the teacher’s power to invoke third order positioning, in Wagner (2007) mathematics students were also invited to think metadiscursively.”
Appraising lexical bundles in mathematics classroom discourse: obligation and choice (2010, background): “As shown by Wagner (2007), for students the usage”
Lexical bundle analysis in mathematics classroom discourse: the significance of stance (2010, background): “This conflict is of interest because of recent attention to students’ agency in mathematics classrooms (e.g., Boaler, 2003; Powell, 2004; Wagner, 2007).”
Opportunities for learning given to prospective mathematics teachers: between ritual and explorative instruction (2015, background): “1996), to encourage students’ mathematical agency (Boaler and Greeno 2000; Wagner 2007) and to develop classrooms as communities of learners that are accountable to the principals of the discipline (Bill”
Language and communication in mathematics education: an overview of research in the field (2014, background): “…conceptions often position people as powerless in relation to mathematics or in relation to others doing mathematics, emphasising the importance of considering how people may be empowered with mathematics through attention to language (e.g. Wagner 2007) or through particular language practices.”