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Authority in students’ peer collaboration in statistics: an empirical study based on inferentialism

Artikel i vetenskaplig tidskrift
Författare A Seidouvy
Ola Helenius
M Schindler
Publicerad i Nordisk matematikkdidaktikk - Nordic Studies in Mathematics Education
Volym 24
Nummer/häfte 2
Sidor 25-47
ISSN 1104-2176
Publiceringsår 2019
Publicerad vid Nationellt Centrum för matematikutbildning, NCM
Sidor 25-47
Språk en
Länkar ncm.gu.se/nomad-sok?titel=24(2),%20...
Ämnesord Inferentialism, mathematics, reasoning
Ämneskategorier

Sammanfattning

Students’ peer collaboration efforts in mathematics and statistics is a topic that has increasingly gained attention in research. In any collaboration, authority relations play a role for how meaning is constituted: Whenever things are discussed and deci- sions are made, authority is involved in a sense that some arguments or persons may be more convincing and powerful than others. In this article, we investigate how authority changes dynamically in type and in distribution as groups of fifth grade stu- dents collaborate in data generation processes. We identify and categorize authority using an epistemological framework, which is based on the philosophical theory of inferentialism. The results show that the three different types of authority described in inferentialism are all identifiable in students’ collaborative work. We also find and categorize further types of authority connected to the statistics group work, some of which are hardly addressed in previous research.

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