Abstract An important role of classroom interaction is the processes involved in knowing or coming to know. Following a conversation analytical approach, this study investigates how students’ claims of not knowing, not remembering or not understanding are handled by mathematics teachers in whole class interactions. The study draws on video recordings of 42 mathematics lessons from 8 secondary schools in England. It is argued that claims of not knowing and claims of not remembering perform different social actions and are consequently treated differently by teachers. Claims of not knowing can challenge the assumption that knowledge can be taken-as-shared in a way that claims of not remembering do not. This contributes to the research field of mathematics classroom interaction as it nuances the epistemic management within these interactions and how this can contribute to the norms around the negotiation of meaning.

中文翻译：

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数学课堂互动中的认知管理：学生声称不知道或不理解

摘要 课堂互动的一个重要作用是了解或了解的过程。本研究采用对话分析方法，调查数学教师在全班互动中如何处理学生声称不知道、不记得或不理解的情况。该研究利用了来自英格兰 8 所中学的 42 节数学课的视频记录。有人认为，不知道和不记得的主张会执行不同的社会行为，因此教师会以不同的方式对待。不知道的主张可以挑战知识可以以一种不记得的主张所不具备的方式被视为共享的假设。