ABSTRACT A question that confronts teachers of mathematics is how best to establish in their classrooms a space where students can participate more fully in the curriculum. This article explores the development of agency in the school mathematics classroom. Using data from a variety of classroom contexts, this article employs sociocultural constructs of theorists such as Lev Vygotsky and James Wertsch to examine teacher and student activity during classroom interactions. A specific focus of this examination is the development of student agency. In particular, I explore practices that recognize the tension between the agency of the people teaching and learning the mathematics and the agency of the discipline that accredits and conventionalizes ways of knowing and doing the mathematics. The article concludes that it is in the teacher-student negotiation of coming to know and do mathematics that the development of student agency can be actualized.

中文翻译：

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重新构想学校数学课堂中代理的发展

摘要 数学教师面临的一个问题是如何最好地在课堂上建立一个空间，让学生可以更充分地参与课程。本文探讨了学校数学课堂中能动性的发展。本文使用来自各种课堂环境的数据，利用 Lev Vygotsky 和 ​​James Wertsch 等理论家的社会文化结构来研究课堂互动中的师生活动。本次考试的一个具体重点是学生能动性的发展。特别是，我探索了一些实践，这些实践认识到数学教学和学习的人的代理与认可和规范数学知识和做数学方法的学科的代理之间的紧张关系。