%0 Journal Article
%T Managing epistemic imbalances in peer interaction during mathematics lessons
%A Anniina K£¿m£¿r£¿inen
%A Eija K£¿rn£¿
%A Lasse Eronen
%A Piia Bj£¿rn
%J Discourse Studies
%@ 1461-7080
%D 2019
%R 10.1177/1461445619829236
%X In this study, we investigated how students manage their lack of/insufficient understanding of the content of a mathematical task with the aim of reaching shared understanding and epistemic balance in peer interaction. The data consist of recordings collected during a mathematics project (6£¿¡Á£¿75£¿minutes) in a Finnish lower secondary school. The findings, drawing on conversation analysis, showed two markedly different sequence trajectories: (1) how interaction between a K+ and a K£¿ (more/less knowledgeable) student proceeded relatively smoothly when these positions were accepted by both participants, and consequently the K+ led epistemic work by designing turns that resembled teachers¡¯ practices; and (2) how the K+/K£¿ interaction became extended when a K£¿ challenged the K+¡¯s knowledge claims, and furthermore, how a K£¿ steered the epistemic work using polar and wh-interrogatives. The findings contribute to a better understanding of the ways the management of epistemic imbalance can progress during peer group work
%K Conversation analysis
%K epistemic imbalance
%K epistemics
%K mathematics
%K peer interaction
%U https://journals.sagepub.com/doi/full/10.1177/1461445619829236