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ERIC Number: ED409109
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 10
Abstractor: N/A
Reference Count: N/A
Reflexive Arguing in Elementary School Classes: Opportunities for Learning.
Krummheuer, Gotz
This research dealt with the social constitution of learning in classroom settings, attempting to reveal Bruner's (1990, 1996) folk psychology or folk pedagogy in everyday teaching and learning processes. Specifically, it focused on how the reasons or arguments for completing activities emerge while children are attempting to solve a given mathematical problem in group work. A microethnographic study of such interactions in German elementary classrooms showed that children do not usually reveal their rationale explicitly, with the execution of a calculation and its justification not discernible from each other--in other words, reflexive argumentation. Further, this practice of reflexive argumentation is effectuated in the semblance of telling a story. The culture of reflexive argumentation in these groups is treated narratively. Examination of the academic task structure (ATS) (Erickson, 1982) of group interactions revealed narrative characteristics: (1) Not all concepts necessary for comprehension of the ATS are introduced explicitly; for some participants, the inner logic of the solution or "plot" remains opaque; (2) students need certain specific competencies for executing different steps of the solution; (3) meta-comments are not clearly made; hints at the internal structure of the solution are left for participants to infer on their own; and (4) presentation of the solution process is mainly restricted to the spoken word; alternative demonstrations like physical illustrations are not used. Thus, this form of peer interaction provides the rationality of a solving process in as much as the students are able to infer the argumentation about the "correctness" of the solution from the specific ATS-sequentiality of the accomplished narrative. (Contains 18 references.) (EV)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A