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|Title:||The Obj–Subj Dialectic and the Co-Construction of Hierarchical Positional Identities During a Collaborative Generalization Task|
|Authors:||Gutiérrez, José Francisco|
|Publisher:||Singapore: International Society of the Learning Sciences|
|Citation:||Gutiérrez, J. F. (2016). The Obj–Subj Dialectic and the Co-Construction of Hierarchical Positional Identities During a Collaborative Generalization Task In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.|
|Abstract:||This paper presents a theoretical model of mathematics teaching and learning that captures the reflexive relationship between processes of objectification and subjectification inherent in classroom discourse. I call this model the “obj–subj dialectic,” and ultimately I posit that students’ respective semiotic means of objectification also function, simultaneously, as semiotic means of subjectification. I use this model to analyze and describe the individual student learning of three high school students engaged in a generalization task and the emergent social power dynamics. Findings show that whereas students made statements that positioned themselves as having the correct answer (i.e., as mathematical authorities), some students resorted to a broader arsenal of semiotic resources to make their point, which resulted in differentiated status positions. Thus some students gained “mathematical ascendency” over others, which refers to the co-construction of hierarchical positional identities emerging from the obj–subj dialectic during multimodal interactions.|
|Appears in Collections:||ICLS 2016|
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