The evaluation of students’ competences in educational institutions tends to be associated with the degree of the students’ mastery vis-à-vis specific, preordained curricular goals. Aside from such sanctified measurements of achievement, however, the analysis of competences is in fact embedded in everyday classroom interaction; or rather, it constitutes a critical element for organizing instructional activities. Taking a 8th grade math class as an example, the present chapter examines how two students’ competences are made publically available during their presentation of a geometry proof delivered at the blackboard, an activity situated in a lesson. Through a multimodal analysis of a series of episodes at the board, this chapter demonstrates how the geometry lesson is achieved through the participants’ concerted activities.
2019. On the Reflexive Relation Between Developing L2 Interactional Competence and Evolving Social Relationships: A Longitudinal Study of Word-Searches in the ‘Wild’. In Conversation Analytic Research on Learning-in-Action [Educational Linguistics, 38], ► pp. 51 ff.
Berger, Evelyne & Simona Pekarek Doehler
2018. Tracking Change Over Time in Storytelling Practices: A Longitudinal Study of Second Language Talk-in-Interaction. In Longitudinal Studies on the Organization of Social Interaction, ► pp. 67 ff.
Kimura, Daisuke, Taiane Malabarba & Joan Kelly Hall
2018. Data collection considerations for classroom interaction research: a conversation analytic perspective. Classroom Discourse 9:3 ► pp. 185 ff.
2018. Longitudinal Research on the Organization of Social Interaction: Current Developments and Methodological Challenges. In Longitudinal Studies on the Organization of Social Interaction, ► pp. 3 ff.
Koschmann, Timothy & Junko Mori
2016. “It’s Understandable Enough, Right?” The Natural Accountability of a Mathematics Lesson. Mind, Culture, and Activity 23:1 ► pp. 65 ff.
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