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The price of participation: Teacher control versus student participation in classroom interaction
Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
2008 (Engelska)Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 52, nr 2, 205-223 s.Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The aim of this article is to further the understanding of how content is learned in classrooms, using conversation analysis (CA) and variation theory for the analysis. Classroom video materials from two mathematics classrooms in Sweden and the USA are analysed. A result of the study is the empirical explication of the tension between the need for teacher content control and the simultaneous contradictory need for student participation in educational interaction. The article also develops variation theory toward a more sensitive understanding of the sequential implications of interaction and suggests CA can benefit from more systematic understandings of content orientation in interaction. In doing so, the presumed gulf between acquisitionist and participation understandings of learning is challenged.

Ort, förlag, år, upplaga, sidor
2008. Vol. 52, nr 2, 205-223 s.
Nyckelord [en]
learning, interaction, mathematics
Nationell ämneskategori
Pedagogik
Identifikatorer
URN: urn:nbn:se:uu:diva-141540DOI: 10.1080/00313830801915853ISI: 000254347300006OAI: oai:DiVA.org:uu-141540DiVA: diva2:385796
Tillgänglig från: 2011-01-12 Skapad: 2011-01-12 Senast uppdaterad: 2017-12-11Bibliografiskt granskad

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