Mori-Koschmann2012
| Mori-Koschmann2012 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Mori-Koschmann2012 |
| Author(s) | Junko Mori, Timothy Koschmann |
| Title | Good reasons for seemingly bad performance: Competences at the blackboard and the accountability of a lesson |
| Editor(s) | Gitte Rasmussen, Catherine E. Brouwer, Dennis Day |
| Tag(s) | EMCA, Education, Classroom |
| Publisher | John Benjamins |
| Year | 2012 |
| Language | |
| City | Amsterdam / Philadelphia |
| Month | |
| Journal | |
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| Number | |
| Pages | 89–118 |
| URL | Link |
| DOI | 10.1075/pbns.225.05mor |
| ISBN | |
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| Howpublished | |
| Book title | Evaluating Cognitive Competences in Interaction |
| Chapter | |
Abstract
The evaluation of students’ competences in educational institutions tends to be associated with the degree of the students’ mastery vis-à-vis specific, preordained curricular goals. Aside from such sanctified measurements of achievement, however, the analysis of competences is in fact embedded in everyday classroom interaction; or rather, it constitutes a critical element for organizing instructional activities. Taking a 8th grade math class as an example, the present chapter examines how two students’ competences are made publically available during their presentation of a geometry proof delivered at the blackboard, an activity situated in a lesson. Through a multimodal analysis of a series of episodes at the board, this chapter demonstrates how the geometry lesson is achieved through the participants’ concerted activities.
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