@inproceedings{a35516b81f674373aaefff9852b9046f,
title = "Shifts in Positions, Epistemic Authority, and Epistemic Agency in a Secondary Mathematics Classroom",
abstract = "In this study, we investigate the interactional positions negotiated among students and the teacher during joint mathematical exploration in the classroom. Using qualitative coding of two video episodes in a secondary mathematics classroom, we found participants take up positions of uncertain knower and explorer in addition to positions of knower and actor identified in previous research. These additional positions help illuminate collaborative knowledge building and negotiation of shared epistemic agency and authority in learning.",
author = "Nessrine Machaka and Parr, {Erika David} and Dyer, {Elizabeth B.} and Christina Krist",
note = "Publisher Copyright: {\textcopyright} ISLS.; 16th International Conference of the Learning Sciences, ICLS 2022 ; Conference date: 06-06-2022 Through 10-06-2022",
year = "2022",
language = "English (US)",
series = "Proceedings of International Conference of the Learning Sciences, ICLS",
publisher = "International Society of the Learning Sciences (ISLS)",
pages = "2148--2149",
editor = "Clark Chinn and Edna Tan and Carol Chan and Yael Kali",
booktitle = "International Collaboration toward Educational Innovation for All",
}