A case study of epistemic order in mathematics classroom dialogue

A case study of epistemic order in mathematics classroom dialogue

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We define epistemic order as the way in which the exchange and development of knowledge takes place in the classroom, breaking this down into a system of three components: epistemic initiative relating to altitude sunscreen who sets the agenda in classroom dialogue, and how; epistemic appraisal relating to who judges contributions to classroom dialogue, and how; and epistemic framing relating to the terms in which development and exchange of knowledge are represented, particularly in reflexive talk.These components are operationalised in terms of various types of structural and semantic analysis of dialogue.It is shown that a lesson segment displays a multi-layered epistemic order differing bilstein shocks jeep xj from that of conventional classroom recitation.