Displaying epistemic independence during mathematical problem solving in small group interaction

Authors

  • Hanna Fredriksdotter Uppsala university
  • Niklas Norén Uppsala University

DOI:

https://doi.org/10.1558/rcsi.25368

Keywords:

Conversation Analysis, differing proposals, accounts, concessions

Abstract

This study focused on Grade 6 students’ handling of differing proposals when discussing solutions to mathematical problems in small groups. Using conversation analysis, we analysed video recordings of naturally occurring student–student interaction. Findings show that students avoided criticizing peers’ proposed solutions, whereas they either advocated or rejected their own. Furthermore, rejections were immediately followed by conceding to someone else’s proposal, with the concession emphasized through the conceder’s affect-laden embodied actions. Students’ interactional work not only maintained their social relations but also offered opportunities to display epistemic independence. These findings imply that teachers should support students’ argumentation in the mathematics classroom in presenting critical reviews of peer’s differing proposals in ways that are not face-threatening.

Author Biographies

  • Hanna Fredriksdotter, Uppsala university

    Hanna Fredriksdotter is a PhD student at the Department of Education at Uppsala University. Her research project concerns young students’ interaction in the mathematics classroom, focusing on peer collaboration during mathematical problem solving. She has several years of experience as a mathematics teacher at elementary- and secondary-school level.

  • Niklas Norén, Uppsala University

    Niklas Norén is an associate professor at the Department of Education at Uppsala University. Using ethnomethodological and multimodal interaction analysis, his research concerns young students’ literacy practices in school, with particular interest in the ways that talk-in-interaction may support students’ development of knowledge, identities and communicative competencies.

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Published

2023-12-21

Issue

Section

Articles

How to Cite

Fredriksdotter, H., & Norén, N. (2023). Displaying epistemic independence during mathematical problem solving in small group interaction. Research on Children and Social Interaction, 7(2), 214–237. https://doi.org/10.1558/rcsi.25368