Difference between revisions of "Koschmann-Mori2016"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Timothy Koschmann; Junko Mori; | + | |Author(s)=Timothy Koschmann; Junko Mori; |
| − | |Title=“It’s | + | |Title=“It’s understandable enough, right?”: the natural accountability of a mathematics lesson |
| − | |Tag(s)=EMCA; Education; Mathematics; Classroom interactions; Accountability; | + | |Tag(s)=EMCA; Education; Mathematics; Classroom interactions; Accountability; |
|Key=Koschmann-Mori2016 | |Key=Koschmann-Mori2016 | ||
|Year=2016 | |Year=2016 | ||
| + | |Language=English | ||
|Journal=Mind, Culture & Activity | |Journal=Mind, Culture & Activity | ||
|Volume=23 | |Volume=23 | ||
|Number=1 | |Number=1 | ||
| − | |Pages= 65–91 | + | |Pages=65–91 |
| + | |URL=https://www.tandfonline.com/doi/full/10.1080/10749039.2015.1050734 | ||
|DOI=10.1080/10749039.2015.1050734 | |DOI=10.1080/10749039.2015.1050734 | ||
| − | |Abstract=A fundamental problem for all educational reform efforts is one of | + | |Abstract=A fundamental problem for all educational reform efforts is one of specifying in practical terms just what the reform requires of teachers and students. In addressing it, educational designers have introduced the term “accountability” to characterize something missing in classroom discourse. This term, however, held special significance in the writings of the American sociologist Harold Garfinkel. Livingston applied Garfinkel’s treatment of accountability to understanding the lived-work of doing mathematics, particularly proving work. We examine an 8th-grade student’s presentation during a Japanese geometry lesson as a proof-account. Within it we see elements of both classical and natural accountability placed on display. |
| − | |||
| − | |||
| − | “accountability” to characterize something missing in classroom discourse. | ||
| − | This term, however, held special significance in the writings of the American | ||
| − | sociologist Harold Garfinkel. Livingston applied Garfinkel’s treatment of | ||
| − | accountability to understanding the lived-work of doing mathematics, | ||
| − | |||
| − | during a Japanese geometry lesson as a proof-account. Within it we see | ||
| − | elements of both classical and natural accountability placed on display. | ||
}} | }} | ||
Latest revision as of 12:31, 26 December 2019
| Koschmann-Mori2016 | |
|---|---|
| BibType | ARTICLE |
| Key | Koschmann-Mori2016 |
| Author(s) | Timothy Koschmann, Junko Mori |
| Title | “It’s understandable enough, right?”: the natural accountability of a mathematics lesson |
| Editor(s) | |
| Tag(s) | EMCA, Education, Mathematics, Classroom interactions, Accountability |
| Publisher | |
| Year | 2016 |
| Language | English |
| City | |
| Month | |
| Journal | Mind, Culture & Activity |
| Volume | 23 |
| Number | 1 |
| Pages | 65–91 |
| URL | Link |
| DOI | 10.1080/10749039.2015.1050734 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
A fundamental problem for all educational reform efforts is one of specifying in practical terms just what the reform requires of teachers and students. In addressing it, educational designers have introduced the term “accountability” to characterize something missing in classroom discourse. This term, however, held special significance in the writings of the American sociologist Harold Garfinkel. Livingston applied Garfinkel’s treatment of accountability to understanding the lived-work of doing mathematics, particularly proving work. We examine an 8th-grade student’s presentation during a Japanese geometry lesson as a proof-account. Within it we see elements of both classical and natural accountability placed on display.
Notes
