Please use this identifier to cite or link to this item:
Title: Shifts in Positions, Epistemic Authority, and Epistemic Agency in a Secondary Mathematics Classroom
Authors: Machaka, Nessrine
Parr, Erika David
Dyer, Elizabeth B.
Krist, Christina
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Machaka, N., Parr, E. D., Dyer, E. B., & Krist, C. (2022). Shifts in positions, epistemic authority, and epistemic agency in a secondary mathematics classroom. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 2148-2149). International Society of the Learning Sciences.
Abstract: In this study, we investigate the interactional positions negotiated among students and the teacher during joint mathematical exploration in the classroom. Using qualitative coding of two video episodes in a secondary mathematics classroom, we found participants take up positions of uncertain knower and explorer in addition to positions of knower and actor identified in previous research. These additional positions help illuminate collaborative knowledge building and negotiation of shared epistemic agency and authority in learning.
Description: Poster
Appears in Collections:ISLS Annual Meeting 2022

Files in This Item:
File SizeFormat 
ICLS2022_2148-2149.pdf214.23 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.