ABSTRACT

Background

When mathematics teachers embrace the call for pedagogical change, instructional shifts are likely to unfold in complex ways. While we typically view teachers as leading this process, within a figured worlds framework, students play active roles in negotiating the identities, rights, and obligations of all members of a classroom in the midst of pedagogical change.

Methods

Drawing on a comparative case study approach, the study examined the case of student push back moves in student-teacher discourse during nine sensemaking mathematics lessons in two fourth grade classrooms.

Findings

Analysis of the case of student push back moves shows how classrooms in pedagogical transition represent not a single coherent figured world, but multiple, clashing figured worlds. Students exercised agency to press the teacher to adhere to obligations to support sensemaking, thus supporting pedagogical change.

Contribution

These findings indicate the complexity of negotiations within transitioning classrooms, with implications for understanding how figured worlds evolve and the ways that students participate in pedagogical change.

中文翻译：

---

在教学变革中协商身份和代理：学生反抗的案例

摘要

背景

当数学教师接受教学变革的呼吁时，教学转变可能会以复杂的方式展开。虽然我们通常将教师视为领导这个过程，但在一个数字世界的框架内，学生在教学变革中协商课堂所有成员的身份、权利和义务方面发挥着积极的作用。

方法

该研究利用比较案例研究方法，检查了在两个四年级教室的九节有意义的数学课中学生与教师话语中学生推回动作的案例。

发现

对学生推后动作案例的分析表明，教学转型中的教室如何代表的不是一个单一的连贯的图形世界，而是多个相互冲突的图形世界。学生运用能动性迫使教师遵守支持意义建构的义务，从而支持教学变革。

贡献

这些发现表明了过渡课堂中谈判的复杂性，对理解数字世界如何演变以及学生参与教学变革的方式具有重要意义。