TY - JOUR

T1 - Epistemic issues in classroom mathematical activity

T2 - There is more to students’ conversations than meets the teacher's ear

AU - Goizueta, Manuel

N1 - Funding Information:
Thanks to N?ria Planas for her invaluable help with the manuscript, which was possible thanks to the following founding sources: Project 039.451/2017, Pontificia Universidad Cat?lica and Valpara?so (Chile); EDU2015-65378-P, MINECO/FEDER (Spain); SGR2014-972, AGAUR (Catalonia).
Publisher Copyright:
© 2019 Elsevier Inc.

PY - 2019/9

Y1 - 2019/9

N2 - We report on a comparative investigation of student mathematical activity in two settings of a secondary mathematics classroom: peer interaction in small group and group interaction with the teacher. Our framework draws on the understanding of school mathematics as activity in between the historicity of knowledge and the situatedness of norms. We propose the term epistemic issue to refer to instances of knowledge about the construction and justification of school mathematics knowledge whose use is traceable in student activity. A major finding points to the presence of a number of epistemic issues during peer work and their omission in the communication of this work to the teacher; a phenomenon we call epistemic shift. To illustrate this finding and the methods of analysis, we take data from a group of students during a lesson of probability and the lesson-based video stimulated recall interview. We finish by discussing some implications for the development of the mathematical culture of the classroom.

AB - We report on a comparative investigation of student mathematical activity in two settings of a secondary mathematics classroom: peer interaction in small group and group interaction with the teacher. Our framework draws on the understanding of school mathematics as activity in between the historicity of knowledge and the situatedness of norms. We propose the term epistemic issue to refer to instances of knowledge about the construction and justification of school mathematics knowledge whose use is traceable in student activity. A major finding points to the presence of a number of epistemic issues during peer work and their omission in the communication of this work to the teacher; a phenomenon we call epistemic shift. To illustrate this finding and the methods of analysis, we take data from a group of students during a lesson of probability and the lesson-based video stimulated recall interview. We finish by discussing some implications for the development of the mathematical culture of the classroom.

KW - Epistemic issues

KW - Epistemic shifts

KW - Mathematical culture of the classroom

KW - Peer interaction

KW - Student mathematical activity

KW - Student-teacher interaction

UR - http://www.scopus.com/inward/record.url?scp=85062011551&partnerID=8YFLogxK

U2 - 10.1016/j.jmathb.2019.01.007

DO - 10.1016/j.jmathb.2019.01.007

M3 - Article

AN - SCOPUS:85062011551

SN - 0732-3123

VL - 55

JO - Journal of Mathematical Behavior

JF - Journal of Mathematical Behavior

M1 - 100691

ER -