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Findings: We discuss the study’s findings in relation to how teachers can engage themselves and their students in dialogic discourse to offer student choices and opportunities and generate original voices. Originality/Value: Personal latitude was found when the students were given the choice to use their original voices. The learners assumed the role of author; consequently, authorship was enhanced in ensuing rich dialogic discourse.  \nCorresponding author:  \nOi-Lam Ng, Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong SAR, China.  \nEmail: [oilamn@cuhk.edu.hk](oilamn@cuhk.edu.hk)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nKeywords  \nAuthorship, classroom discourse, dialogic discourse, mathematics education, personal latitude Date received: 14 January 2022; revised: 4 August 2022; accepted: 5 September 2022  \nIntroduction  \nIn the past two decades, studies have investigated how authority structures can be shaped in school learning contexts to develop learners’ sense of ownership and, in turn, enhance subject learning (Baxter Magolda, 2001; Cobb et al., 1992; Depaepe et al., 2012; Lerman, 1994; Milik & Boylan, 2013; Povey, 1997; Povey et al., 1999; Wagner, 2007; Walter & Gerson, 2007) . For instance, Wagner and Herbel-Eisenmann (2014) have identified four kinds of authority structures that were present in mathematics classrooms: personal authority, discourse as authority, discursive inevitability, and personal latitude. Of interest to this study is the structure of personal latitude, which “recognize[s] that classroom participants could make decisions, and thus had authority”(p. 873) . This is opposed to power residing in the traditional authoritative figures—teachers. These authors found that the discourse pattern that usually facilitates the development of personal latitude is associated with the presence of questions that open dialogue. Another key feature is the acknowledgment that people are making decisions. Amit and Fried (2005) have recognized a web of authority in the classroom context, demonstrating how authority is not only manifested in teachers but also in administrators, textbooks, textbook writers, parents, peers, and so on. Likewise, Ni et al. (2014) investigated the relationship between instructional task designs and te","cbCaitl9vftF3oZw","https://ap.wps.com/l/cbCaitl9vftF3oZw","pdf",494388,25,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Introduction\n## Research background: The authority structure\n## Research question\n# Research background The authority structure\n## Defining authority in mathematics classrooms","[{\"question\":\"What is the main purpose of the article?\",\"answer\":\"The article explores how student authorship can be enhanced in Hong Kong primary mathematics classrooms using rich dialogic discourse.\"},{\"question\":\"How does the study investigate the relationship between student authorship and personal latitude?\",\"answer\":\"It uses qualitative methods, specifically coding and discourse analysis, based on a case study of two Grade 4 lessons taught by two teachers.\"},{\"question\":\"What do the findings suggest about teachers’ roles in dialogic discourse?\",\"answer\":\"Teachers can engage with students in dialogic discourse to offer choices and opportunities, helping students generate original voices and assume an author role.\"}]","Enhancing Student Authorship and Broadening Personal Latitude in the Mathematics Classroom With Rich Dialogic Discourse | PDF",1792092843,63]