The epistemics of student problems: Explaining mathematics in a multi-lingual class

Koole, Tom

doi:10.1016/j.pragma.2012.08.006

Cited by 47 publications

(40 citation statements)

References 23 publications

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“…Yet, the repair in Extract 9 is produced with prosodic marking; that in Extract 10 is not. It remains to be seen whether future research will reveal patterns in instances like these; for now, I should emphasize that here, unlike in Extracts 7 and 8, the speakers have epistemic authority, but do not explicitly claim it in the sequence leading up to the repair (see Koole 2010Koole , 2012 Of particular interest in this fragment are lines 4 and 6. While B can already lay claim to an epistemic advantage over A by virtue of his profession, and the epistemic asymmetry motivated " s initiating question in the first place see Stivers Rossano " here asserts that he has particular expertise in the epistemic domain under consideration: hoe meer ik erover lees the more I read about it highlights the quantity of his research on the matter and want ik lees er dus over because I read about it marks this research as notable that is potentially beyond his regular professional duties.…”

Section: Additional Observationsmentioning

confidence: 91%

Discourse constraints on prosodic marking in lexical replacement repair

Plug

2015

Journal of Pragmatics

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This paper reports on an investigation of instances of lexical replacement repair, in which a speaker replaces one lexical choice with another, sampled from Dutch spontaneous interaction. The study is driven by the question as to what motivates a speaker to produce a particular instance of self-repair with or without prosodic marking with or without notable prosodic prominence and the notion that a close consideration of the discourse context in which the repair is embedded, and its function in that context, is paramount in addressing this question. The study explores the empirical grounds for two proposals regarding the function of prosodic marking one in which marking is a response to the speaker s embarrassment or unease at the error or infelicity and one in which marking is done for the listener s benefit to highlight particularly important information. This paper describes three discourse contexts in which prosodic marking is notably common, and argues that both proposals find some support in these contexts. The analysis suggests that speakers decisions for or against prosodic marking are based at least on considerations of epistemic authority, precision and exaggeration, and discourse coherence. KEY WORDSSelf-repair, prosody, discourse coherence, epistemic authority, precision and exaggeration ACKNOWLEDGEMENTS

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Section: Additional Observationsmentioning

confidence: 91%

Discourse constraints on prosodic marking in lexical replacement repair

Plug

2015

Journal of Pragmatics

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“…In terms of the mathematics classroom interaction this research includes studies focused on the norms around turn-taking (Ingram and Elliott 2016), around argumentation and explanation (Krummheuer 2000;Yackel and Cobb 1996), the handling of student difficulties (Ingram et al 2015;Koole 2012b;Koole and Elbers 2014), as well as teacher and student knowledge (Barwell 2003(Barwell , 2013.…”

Section: Social Interactions Are Orderlymentioning

confidence: 99%

Moving forward with ethnomethodological approaches to analysing mathematics classroom interactions

Ingram

2018

ZDM Mathematics Education

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Ethnomethodological approaches to research such as Interactionism, Conversation Analysis and Discursive Psychology have so far played only a small part in mathematics education research. This is in contrast to the wider use of these approaches in language education, medical discourse research, and legal discourse research. This article outlines the key principles an ethnomethodological approach follows, the methods used and the necessary reconceptualisation of some key concepts that are the focus of much mathematics education research. These are illustrated with some key examples from research in mathematics education, before looking at other fields for potential opportunities not yet realised within research in mathematics classrooms. These opportunities include a range of research questions already receiving a great deal of attention within the field but are yet to be examined from an ethnomethodological perspective. They also include new approaches that involve combining different research approaches which have been used to great effect in other fields.

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“…Within this institutional setting, the social identities of teacher and student play an unmistakable role. Epistemic primacy can in this setting therefore be traced back to these social categories (Koole, 2012a;Raymond & Heritage 2006;Sacks 1972a;Sacks, 1972b;Schegloff, 2007). However, teachers downgrade this epistemic primacy whenever they ask ′known information' questions (Mehan, 1979) in a typical three-part Initiation-Response-Evaluation sequence (Sinclair & Coulthard, 1975).…”

Section: Epistemics In (Classroom) Interactionmentioning

confidence: 99%

“…Koole, 2010;Merke, 2016;Park, 2012). In doing so, they are possibly confronted with what Koole (2012a) described as the epistemic paradox "of having to 'know what you don't know' or 'understand what you don't understand'" (Koole, 2012a(Koole, : 1902. Koole (2012a) showed that in dealing with this paradox, teachers claim epistemic access to the problem, although the student can be said to occupy a K+ position on what the problem is since this belongs to his epistemic domain.…”

Section: Epistemics In (Classroom) Interactionmentioning

confidence: 99%

“…Rusk, Pörn and Sahlström (2016) do a similar observation in their dataset of L2 learners in which the teacher displays epistemic access to the expressed knowing of the students by asking an incongruent counter question. That teachers express access to students′ knowledge and experiences makes Koole (2012a) conclude that education is a specialized context where students' problems are not treated as 'theirs to know and describe' (Heritage, 2012a: 6).…”

Section: Epistemics In (Classroom) Interactionmentioning

confidence: 99%

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Teachers' Demonstrations of Epistemic Access in Teacher-Student Interactions in a Digital Setting

Gosen¹

2018

HUJE

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This paper is concerned with a Conversation Analytic (CA) study of teachers' demonstrations of epistemic access to a student's domain or territory of information in teacher-student interactions in a digital setting. It describes interactional practices analyzed in 12 excerpts with an explicit reference to information about students' progress provided by the digital system. It will be shown that teachers initiate interactions about already fulfilled assignments that are shown to be problematic. In the opening of the interaction, teachers more or less explicitly refer to the digital programme as an information source and/or to the hitches in student's progress. In the continuation of the interaction, teacher and student are concerned with a redoing of assignments. In this phase of the interaction, the teacher demonstrates epistemic access to possible causes for students' mistakes. In all cases, students do not show resistance to teachers' demonstrations of epistemic access to knowledge and experiences falling into their epistemic domain. The findings confirm teachers' and students' orientation to the educational context as being a specialized context where students' problems are not treated as 'theirs to know and describe'. The findings in this paper shed light on interactional practices in relation to epistemics, as well as on interactional practices in a digital setting.

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The epistemics of student problems: Explaining mathematics in a multi-lingual class

Cited by 47 publications

References 23 publications

Discourse constraints on prosodic marking in lexical replacement repair

Discourse constraints on prosodic marking in lexical replacement repair

Moving forward with ethnomethodological approaches to analysing mathematics classroom interactions

Teachers' Demonstrations of Epistemic Access in Teacher-Student Interactions in a Digital Setting

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