Journal article
Epistemic management in mathematics classroom interactions: student claims of not knowing or not understanding
- Abstract:
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An important role of classroom interaction is the processes involved in knowing or coming to know. Following a conversation analytical approach, this study investigates how students’ claims of not knowing, not remembering or not understanding are handled by mathematics teachers in whole class interactions. The study draws on video recordings of 42 mathematics lessons from 8 secondary schools in England. It is argued that claims of not knowing and claims of not remembering perform different so...
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- Publication status:
- Published
- Peer review status:
- Peer reviewed
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Access Document
- Files:
-
-
(Accepted manuscript, pdf, 1.0MB)
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- Publisher copy:
- 10.1016/j.jmathb.2019.100754
Authors
Bibliographic Details
- Publisher:
- Elsevier Publisher's website
- Journal:
- Journal of Mathematical Behavior Journal website
- Volume:
- 58
- Article number:
- 100754
- Publication date:
- 2020-05-08
- Acceptance date:
- 2019-12-22
- DOI:
- ISSN:
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0732-3123
Item Description
- Language:
- English
- Keywords:
- Pubs id:
-
pubs:1078576
- UUID:
-
uuid:3ed26bd3-2d0b-4cdd-a8f1-aeacde675c5e
- Local pid:
- pubs:1078576
- Source identifiers:
-
1078576
- Deposit date:
- 2019-12-22
Terms of use
- Copyright holder:
- Elsevier Inc.
- Copyright date:
- 2020
- Rights statement:
- © 2019 Elsevier Inc. All rights reserved.
- Notes:
- This is the accepted manuscript version of the article. The final version is available online from Elsevier at: https://doi.org/10.1016/j.jmathb.2019.100754
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