A case study of epistemic order in mathematics classroom discourse - Archive ouverte HAL Accéder directement au contenu
Communication Dans Un Congrès Année : 2015

A case study of epistemic order in mathematics classroom discourse

Résumé

This exploratory study analyses the discursive frames through which ideas are developed and evaluated during one section of an early secondary lesson. The study employs a refined version of the classic IRF framework to analyse the interaction structure of classroom dialogue , linking this to semantic analysis of the ideological stance conveyed by participants' utterances and actions. The epistemic order which emerges emphasises the evaluation of ideas primarily in terms of whether they are understandable and make sense. The predominant discourse pattern is one in which the teacher exercises epistemic initiative but offers little overt epistemic appraisal. Occasionally, however, the teacher passes the epistemic initiative to a pupil and provides some form of supporting or concluding epistemic appraisal.
Fichier principal
Vignette du fichier
CERME9.TWG09.27.papers.RuthvenHofmann.pdf (278.99 Ko) Télécharger le fichier
Origine : Fichiers éditeurs autorisés sur une archive ouverte
Loading...

Dates et versions

hal-01287784 , version 1 (14-03-2016)

Identifiants

  • HAL Id : hal-01287784 , version 1

Citer

Kenneth Ruthven, Riikka Hofmann. A case study of epistemic order in mathematics classroom discourse. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1482-1489. ⟨hal-01287784⟩
155 Consultations
91 Téléchargements

Partager

Gmail Facebook X LinkedIn More