Kamarainen2019
| Kamarainen2019 | |
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| BibType | ARTICLE |
| Key | Kamarainen2019 |
| Author(s) | Anniina Kämäräinen, Piia Björn, Lasse Eronen, Eija Kärnä |
| Title | Managing epistemic imbalances in peer interaction during mathematics lessons |
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| Tag(s) | EMCA, epistemic imbalance, epistemics, mathematics, peer interaction, classroom interaction, Finnish, educational settings |
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| Year | 2019 |
| Language | English |
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| Journal | Discourse Studies |
| Volume | 21 |
| Number | 3 |
| Pages | 280–299 |
| URL | Link |
| DOI | 10.1177/1461445619829236 |
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Abstract
In this study, we investigated how students manage their lack of/insufficient understanding of the content of a mathematical task with the aim of reaching shared understanding and epistemic balance in peer interaction. The data consist of recordings collected during a mathematics project (6 × 75 minutes) in a Finnish lower secondary school. The findings, drawing on conversation analysis, showed two markedly different sequence trajectories: (1) how interaction between a K+ and a K− (more/less knowledgeable) student proceeded relatively smoothly when these positions were accepted by both participants, and consequently the K+ led epistemic work by designing turns that resembled teachers’ practices; and (2) how the K+/K− interaction became extended when a K− challenged the K+’s knowledge claims, and furthermore, how a K− steered the epistemic work using polar and wh-interrogatives. The findings contribute to a better understanding of the ways the management of epistemic imbalance can progress during peer group work.
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