What is mathematical authority? A Weberian approach to defining the construct and exploring its affordances

Authority relations are an ever-present influence in schools and mathematics classrooms. Consequently, there is a growing body of research investigating mathematical authority in classrooms. Yet, even with this increased attention, few conceptions of mathematical authority exist, with even fewer being definitions. Due to the lack of precise definitions of mathematical authority, our understanding of how mathematical authority operates in classrooms and its impact on mathematics teaching and learning may be limited. In this article I present a relational definition of mathematical authority that foregrounds legitimacy and illustrate the methodological affordances of the definition. To motivate the need for new conceptions of mathematical authority, I examine existing conceptions of the construct and critique how mathematical authority is often used in research. To inform the definition of mathematical authority I develop, I draw upon other scholars’ conceptions of authority and definition . I illustrate some affordances of the definition by using it to examine three distinct empirical examples using a mathematical authority lens. I close by discussing how the definition can inform future mathematical authority research in classrooms and mathematics teacher education.