Fredriksdotter2023

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Fredriksdotter2023
BibType ARTICLE
Key Fredriksdotter2023
Author(s) Hanna Fredriksdotter, Niklas Norén
Title Displaying epistemic independence during mathematical problem solving in small group interaction
Editor(s)
Tag(s) EMCA, Conversation analysis, Differing proposals, Accounts, Concessions
Publisher
Year 2023
Language English
City
Month
Journal Research on Children and Social Interaction
Volume 7
Number 2
Pages 214–237
URL Link
DOI 10.1558/rcsi.25368
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

This study focused on Grade 6 students’ handling of differing proposals when discussing solutions to mathematical problems in small groups. Using conversation analysis, we analysed video recordings of naturally occurring student–student interaction. Findings show that students avoided criticizing peers’ proposed solutions, whereas they either advocated or rejected their own. Furthermore, rejections were immediately followed by conceding to someone else’s proposal, with the concession emphasized through the conceder’s affect-laden embodied actions. Students’ interactional work not only maintained their social relations but also offered opportunities to display epistemic independence. These findings imply that teachers should support students’ argumentation in the mathematics classroom in presenting critical reviews of peer’s differing proposals in ways that are not face-threatening.

Notes