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4 février 2015
- handle: 10670/1.k5yvwn
- hal: hal-01287784
info:eu-repo/semantics/OpenAccess
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Kenneth Ruthven et al., « A case study of epistemic order in mathematics classroom discourse », HAL-SHS : sciences de l'éducation, ID : 10670/1.k5yvwn
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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.