Abstract
The objective of this poster is to explain how students in a linguistically heterogeneous classroom became influential during small group mathematical discussions. In particular, the study focuses on the role of the teacher on: (1) the perceived merit of students' contributions; and students' (2) position of intellectual authority; (3) access to the conversational floor; and (4) access to interactional space. This analysis extends our understanding of equitable classrooms to consider interactional dimensions of student influence.
| Original language | English |
|---|---|
| Title of host publication | 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings |
| Pages | 547-548 |
| Number of pages | 2 |
| Volume | 2 |
| State | Published - Dec 1 2012 |
| Externally published | Yes |
| Event | 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Sydney, NSW, Australia Duration: Jul 2 2012 → Jul 6 2012 |
Other
| Other | 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 |
|---|---|
| Country | Australia |
| City | Sydney, NSW |
| Period | 7/2/12 → 7/6/12 |
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ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education
Cite this
The authority of ideas : How students become influential in linguistically heterogeneous small group discussions. / Langer-Osuna, Jennifer M.
10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings. Vol. 2 2012. p. 547-548.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
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TY - GEN
T1 - The authority of ideas
T2 - How students become influential in linguistically heterogeneous small group discussions
AU - Langer-Osuna, Jennifer M.
PY - 2012/12/1
Y1 - 2012/12/1
N2 - The objective of this poster is to explain how students in a linguistically heterogeneous classroom became influential during small group mathematical discussions. In particular, the study focuses on the role of the teacher on: (1) the perceived merit of students' contributions; and students' (2) position of intellectual authority; (3) access to the conversational floor; and (4) access to interactional space. This analysis extends our understanding of equitable classrooms to consider interactional dimensions of student influence.
AB - The objective of this poster is to explain how students in a linguistically heterogeneous classroom became influential during small group mathematical discussions. In particular, the study focuses on the role of the teacher on: (1) the perceived merit of students' contributions; and students' (2) position of intellectual authority; (3) access to the conversational floor; and (4) access to interactional space. This analysis extends our understanding of equitable classrooms to consider interactional dimensions of student influence.
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UR - http://www.scopus.com/inward/citedby.url?scp=84878702674&partnerID=8YFLogxK
M3 - Conference contribution
SN - 9780578107042
VL - 2
SP - 547
EP - 548
BT - 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings
ER -