Good reasons for seemingly bad performance

Competences at the blackboard and the accountability of a lesson

Junko Mori | University of Wisconsin-Madison

Timothy Koschmann | Southern Illinois University School of Medicine

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.

Published online: 21 November 2012
https://doi.org/10.1075/pbns.225.05mor

Cited by

Cited by 5 other publications

Berger, Evelyne & Simona Pekarek Doehler

2018. 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.

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.

Pekarek Doehler, Simona & Evelyne Berger

2019. In Conversation Analytic Research on Learning-in-Action [Educational Linguistics, 38], ► pp. 51 ff.

Wagner, Johannes, Simona Pekarek Doehler & Esther González-Martínez

2018. In Longitudinal Studies on the Organization of Social Interaction, ► pp. 3 ff.

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