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NOMAD – 24(2), 2019

Volume 24, No 2, June 2019

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Editorial

Trond Stølen Gustavsen and Olav Gravir Imenes
Investigating the fit of a model for students’ understanding of fractions in a Norwegian context
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Abdel Seidouvy, Ola Helenius and Maike Schindler
Authority in students’ peer collaboration in statistics: an empirical study based on inferentialism
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Svanhild Breive
Engaging children in mathematical discourse: a kindergarten teacher’s multimodal participation
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Kristina Juter
University students’ general and specific beliefs about infinity, division by zero and denseness of the number line
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Skapad: 2019-06-19 kl. 16:09

NOMAD 24(2), 2019

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

Abdel Seidouvy, Ola Helenius and Maike Schindler

Abstract
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 decisions 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 students 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.

Abdel Seidouvy
Abdel Seidouvy is PhD student at Örebro University, Sweden. His main research interest concerns statistics education, student collaboration, and inferentialism in statistics education.

Ola Helenius
Ola Helenius is a researcher and a designer of teaching sequences and professional development programs at the National Centre for Mathematics Education at University of Gothenburg. His main research interests concerns the epistemology, psychology and neuropsychology of elementary mathematics, and professional development of mathematics teachers and preschool teachers.

Maike Schindler
Maike Schindler has a PhD in mathematics education from TU Dortmund University, Germany. After her postdoc at Örebro University, Sweden, she became professor at the University of Cologne, Germany. Her main research interests relate to theories in mathematics education, learning difficulties and special education in mathematics, creativity and giftedness in mathematics, inclusive teaching and learning, and – methodically – the use of eye tracking in mathematics education.

Skapad: 2019-06-19 kl. 15:59