Session Information
24 SES 11, Multiple Approaches to the Analysis of Social Interactions and Language Use in Asian and Western Mathematics Classrooms
Symposium
Contribution
This paper contributes to the growing body of work within Conversation Analysis (CA) on learning, knowing and remembering, by investigating the ways in which participants display their epistemic stance, i.e. their ways and claims of knowing, by investigating how the epistemic stances change, within and across situations, and by investigating whether there are differences between classrooms in different cultures. The analysis is based on a comparative analysis of 15 lessons and post-lesson interviews in eighth-grade Mathematics classrooms in Sweden, USA and Australia. The results show an abundance of epistemic stance markers (such as “think”, “know”, “say”) in both teacher and student talk. In more precise analyses, epistemic stance changes were studied in relation to the same content, both within and across situations. The results show that there are substantial possibilities in this approach. We can study changes in “participation” in a systematic, practical and concrete way, pursuing the analysis of learning in interaction on the basis of the evidence participants themselves offer as evidence for their ways of knowing. However, the further development of this line of work also implies expanding current notions of epistemic stance beyond the verbal and word-oriented work done so far.
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