Difference between revisions of "Kamarainen2019"
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{{BibEntry | {{BibEntry | ||
| − | | | + | |BibType=ARTICLE |
| − | | | + | |Author(s)=Anniina Kämäräinen; Piia Björn; Lasse Eronen; Eija Kärnä; |
|Title=Managing epistemic imbalances in peer interaction during mathematics lessons | |Title=Managing epistemic imbalances in peer interaction during mathematics lessons | ||
| − | + | |Tag(s)=EMCA; epistemic imbalance; epistemics; mathematics; peer interaction; classroom interaction; Finnish; educational settings; | |
| − | |Tag(s)=EMCA; epistemic imbalance; epistemics; mathematics; peer interaction; classroom interaction; Finnish; educational settings; | + | |Key=Kamarainen2019 |
| − | | | ||
|Year=2019 | |Year=2019 | ||
| + | |Language=English | ||
|Journal=Discourse Studies | |Journal=Discourse Studies | ||
|Volume=21 | |Volume=21 | ||
|Number=3 | |Number=3 | ||
| − | |Pages= | + | |Pages=280–299 |
| − | |URL=https://doi | + | |URL=https://journals.sagepub.com/doi/10.1177/1461445619829236 |
|DOI=10.1177/1461445619829236 | |DOI=10.1177/1461445619829236 | ||
|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. | |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. | ||
}} | }} | ||
Latest revision as of 02:08, 19 January 2020
| Kamarainen2019 | |
|---|---|
| BibType | ARTICLE |
| Key | Kamarainen2019 |
| Author(s) | Anniina Kämäräinen, Piia Björn, Lasse Eronen, Eija Kärnä |
| Title | Managing epistemic imbalances in peer interaction during mathematics lessons |
| Editor(s) | |
| Tag(s) | EMCA, epistemic imbalance, epistemics, mathematics, peer interaction, classroom interaction, Finnish, educational settings |
| Publisher | |
| Year | 2019 |
| Language | English |
| City | |
| Month | |
| Journal | Discourse Studies |
| Volume | 21 |
| Number | 3 |
| Pages | 280–299 |
| URL | Link |
| DOI | 10.1177/1461445619829236 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
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.
Notes
