Kamarainen2019

From emcawiki
Jump to: navigation, search
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

Download BibTex

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