Difference between revisions of "Koole2010"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Tom Koole; | + | |Author(s)=Tom Koole; |
|Title=Displays of epistemic access: Student responses to teacher explanation | |Title=Displays of epistemic access: Student responses to teacher explanation | ||
| − | |Tag(s)=EMCA; Classroom interactions; Explanations; Epistemics; Epistemic access; | + | |Tag(s)=EMCA; Classroom interactions; Explanations; Epistemics; Epistemic access; |
|Key=Koole2010 | |Key=Koole2010 | ||
|Year=2010 | |Year=2010 | ||
| Line 9: | Line 9: | ||
|Volume=43 | |Volume=43 | ||
|Number=2 | |Number=2 | ||
| − | |Pages= | + | |Pages=183–209 |
|URL=http://www.tandfonline.com/doi/abs/10.1080/08351811003737846 | |URL=http://www.tandfonline.com/doi/abs/10.1080/08351811003737846 | ||
| − | |DOI= | + | |DOI=10.1080/08351811003737846 |
|Abstract=This article presents an analysis of classroom encounters in which teachers explain mathematics problems to individual students. In these encounters, the students produce different displays of epistemic access, including displays of knowing and displays of understanding. This article argues in the first place that displays of knowing and displays of understanding are different interactional objects that come in different sequential positions. In the second place, it argues that some sequences have a preference for a claim of epistemic access, while others have a preference for a demonstration. | |Abstract=This article presents an analysis of classroom encounters in which teachers explain mathematics problems to individual students. In these encounters, the students produce different displays of epistemic access, including displays of knowing and displays of understanding. This article argues in the first place that displays of knowing and displays of understanding are different interactional objects that come in different sequential positions. In the second place, it argues that some sequences have a preference for a claim of epistemic access, while others have a preference for a demonstration. | ||
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Latest revision as of 11:38, 25 November 2019
| Koole2010 | |
|---|---|
| BibType | ARTICLE |
| Key | Koole2010 |
| Author(s) | Tom Koole |
| Title | Displays of epistemic access: Student responses to teacher explanation |
| Editor(s) | |
| Tag(s) | EMCA, Classroom interactions, Explanations, Epistemics, Epistemic access |
| Publisher | |
| Year | 2010 |
| Language | |
| City | |
| Month | |
| Journal | Research on Language and Social Interaction |
| Volume | 43 |
| Number | 2 |
| Pages | 183–209 |
| URL | Link |
| DOI | 10.1080/08351811003737846 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This article presents an analysis of classroom encounters in which teachers explain mathematics problems to individual students. In these encounters, the students produce different displays of epistemic access, including displays of knowing and displays of understanding. This article argues in the first place that displays of knowing and displays of understanding are different interactional objects that come in different sequential positions. In the second place, it argues that some sequences have a preference for a claim of epistemic access, while others have a preference for a demonstration.
Notes
