Transformation of Knowledge through Classroom Interaction

Introduction Part 1: Construction of knowledge in classroom interaction 1.1: The nested epistemic actions model for abstraction in context 1.2: The construction of physics knowledge in the classroom from different perspectives: the classroom as a community and the students as individuals 1.3: Technology-based algebra learning: epistemological discontinuities and curricular implications 1.4: Toward a trialogical approach to learning 1.5: Commentary on the chapters on the construction of knowledge Part 2: The role of the teacher in the transformation of knowledge in classroom interaction 2.1: Expert support for group work in elementary science: the role of consensus 2.2: Guidance in construction of knowledge: the troika of talk, tasks, and tools 2.3: Implementing technology-facilitated collaboration and awareness in the classroom - roles for teachers, educational researchers and technology experts Part 3: The role of argumentation and dialogue in transformation of knowledge 3.1: intersubjective and intrasubjective rationalities in pedagogical debates: realising what one thinks 3.2: Transformation of robust misconceptions through peer argumentation 3.3: Commentary of the chapters by Baker and Asterhan & Schwarz through the lenses of commognition 3.4: A dialogue on dialogue and its place within education Part 4: Methodologies for studying transformation of knowledge in classroom interaction 4.1: A methodological framework and empirical techniques for studying the travel of ideas in classroom communities 4.2: A design research perspective on the identities that students are developing in mathematics classrooms 4.3: Methodological considerations for the study of intersubjectivitity among participants of a dialogic mathematics classroom 4.4: Comparing and Contrasting Methodologies: a commentary Part 5: General reflections on transformation of knowledge in classroom interaction 5.1: Contour lines between a model as a theoretical framework and the same model as methodological tool 5.2: Learning in schools: a dialectical materialistic, cultural-istorical activity theoretic perspective 5.3: Sociogenesis and cognition: the struggle between social and cognitive activities