A case study of epistemic order in mathematics classroom dialogue
Tipo de documento
Autores
Lista de autores
Ruthven, Kenneth y Hofmann, Riikka
Resumen
We define epistemic order as the way in which the exchange and development of knowledge takes place in the classroom, breaking this down into a system of three components: epistemic initiative relating to who sets the agenda in classroom dialogue, and how; epistemic appraisal relating to who judges contributions to classroom dialogue, and how; and epistemic framing relating to the terms in which development and exchange of knowledge are represented, particularly in reflexive talk. These components are operationalised in terms of various types of structural and semantic analysis of dialogue. It is shown that a lesson segment displays a multi-layered epistemic order differing from that of conventional classroom recitation.
Fecha
2016
Tipo de fecha
Estado publicación
Términos clave
Análisis del discurso | Discurso | Otro (diversidad) | Otro (marcos)
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Referencias
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