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ERIC Number: EJ1037582
Record Type: Journal
Publication Date: 2013-Oct
Pages: 19
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-1571-0068
The Interactional Accomplishment of Not Knowing in Elementary School Science and Mathematics: Implications for Classroom Performance Assessment Practices
Reis, Giuliano; Barwell, Richard
International Journal of Science and Mathematics Education, v11 n5 p1067-1085 Oct 2013
The day-to-day 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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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A