A case study of epistemic order in mathematics classroom discourse
Year: 2015
Type: conference-paper
Abstract: This exploratory study analyses the discursive frames through which ideas are developed and evaluated during one section of an early secondary lesson. The study employs a refined version of the classic IRF framework to analyse the interaction structure of classroom dialogue , linking this to semantic analysis of the ideological stance conveyed by participants' utterances and actions. The epistemic order which emerges emphasises the evaluation of ideas primarily in terms of whether they are understandable and make sense. The predominant discourse pattern is one in which the teacher exercises epistemic initiative but offers little overt epistemic appraisal. Occasionally, however, the teacher passes the epistemic initiative to a pupil and provides some form of supporting or concluding epistemic appraisal.
Source: HAL
Authors: Ruthven, Kenneth, Hofmann, Riikka
Institution: University of Cambridge
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2736446457