Authority in students’ peer collaboration in statistics: an empirical study based on inferentialism

• Students’ peer collaboration efforts in mathematics and statistics is a topic that has increasingly gained attention in research. In any collaboration, authority relations play a role for how meaning is constituted: Whenever things are discussed and deci- sions are made, authority is involved in a sense that some arguments or persons may be more convincing and powerful than others. In this article, we investigate how authority changes dynamically in type and in distribution as groups of fifth grade stu- dents collaborate in data generation processes. We identify and categorize authority using an epistemological framework, which is based on the philosophical theory of inferentialism. The results show that the three different types of authority described in inferentialism are all identifiable in students’ collaborative work. We also find and categorize further types of authority connected to the statistics group work, some of which are hardly addressed in previous research.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

NATURVETENSKAP  -- Matematik (hsv//swe)

NATURAL SCIENCES  -- Mathematics (hsv//eng)

Nyckelord

Inferentialism

mathematics

reasoning

Publikations- och innehållstyp

ref (ämneskategori)

art (ämneskategori)