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Title of Journal: Int J of Sci and Math Educ

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Abbravation: International Journal of Science and Mathematics Education

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Springer Netherlands

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DOI

10.1002/asia.201100138

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1573-1774

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THE INTERACTIONAL ACCOMPLISHMENT OF NOT KNOWING IN

Authors: Giuliano Reis Richard Barwell
Publish Date: 2012/12/18
Volume: 11, Issue: 5, Pages: 1067-1085
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Abstract

The daytoday business of being a science or mathematics teacher involves the continuous assessment of students This in turn is an inherently discursive process The aim of the present study is to examine some of the specific discursive practices through which science and mathematics knowing is jointly produced through classroom interaction In particular we examine the coproduced nature of two students’ not knowing—one in an outdoor elementary school science lesson and the other in an elementary school mathematics lesson Our analysis is based on ideas in discursive psychology and challenges conventional interpretations of students’ academic performance in school science and mathematics

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Other Papers In This Journal:
  1. DEVELOPING ELEMENTARY TEACHERS’ UNDERSTANDING OF THE DISCOURSE STRUCTURE OF INQUIRY-BASED SCIENCE CLASSROOMS
  2. CHALLENGING THE WESTERN APPROACH TO CULTURAL COMPARISONS: YOUNG PUPILS’ AFFECTIVE STRUCTURES REGARDING MATHEMATICS IN FINLAND AND CHILE
  3. UNDERGRADUATE STUDENTS’ SCIENCE-RELATED IDEAS AS EMBEDDED IN THEIR ENVIRONMENTAL WORLDVIEWS
  4. A CASE STUDY OF THE IMPLEMENTATION OF CHINESE KINDERGARTEN MATHEMATICS CURRICULUM
  5. LEARNING COHERENT MATHEMATICS THROUGH SEQUENCES OF MICROTASKS: MAKING A DIFFERENCE FOR SECONDARY LEARNERS
  6. A Study of the Performance of 5th Graders in Number Sense and its Relationship to Achievement in Mathematics
  7. COMPARISON OF STUDENT UNDERSTANDING OF LINE GRAPH SLOPE IN PHYSICS AND MATHEMATICS
  8. GEOMETRIC AND ALGEBRAIC APPROACHES IN THE CONCEPT OF “LIMIT” AND THE IMPACT OF THE “DIDACTIC CONTRACT”
  9. U.S. and Chinese Teachers' Conceptions and Constructions of Representations: A Case of Teaching Ratio Concept
  10. An Investigation of Pre-service Middle School Mathematics Teachers’ Ability to Conduct Valid Proofs, Methods Used, and Reasons for Invalid Arguments
  11. THE IMPACT OF PEER INSTRUCTION ON COLLEGE STUDENTS’ BELIEFS ABOUT PHYSICS AND CONCEPTUAL UNDERSTANDING OF ELECTRICITY AND MAGNETISM
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