Abstracts - Earli

fourth paper revisits the notion of instructional units from the combined perspectives of teacherand students. All four studies make use of data from the Learner’s Perspective Study (LPS) and allfour studies accept an obligation to situate teacher and student activity as mutually facilitating andmutually constraining. The need to consider both perspectives – analytically and in the process ofdata generation – is fundamental to the LPS research design. The resultant analyses take theinvestigation of the norms of classroom practice from goal alignment, through collaborative repair,to the question of possible units of instruction and the ways in which these units are perceived byclassroom participants.Teacher and student perspectives on mathematics lessons: A Shanghai case studyIda Ah Chee Mok, University of Hong Kong, Hong KongClassrooms in Asian regions were sometimes described as teacher-dominating with passivelearners. This was an essentially negative image because many pedagogical theories advocateopportunities for students’ participation and free expression of ideas and denounce the idea that theteacher should take too much control in a lesson. Many studies seeking for a better understandingfor the nature of the teaching in Asian regions have been carried out and they suggest very clearlythat the simple phrase "teacher-dominating" tells too little to inform how the nature of theteacher’s intervention may contribute to learning. The Learner Perspective Study (LPS) collects arich data set of the lessons, the teachers’ and the students’ interviews. The "insiders" in this paperrefer to the teacher and the students who are the key people in lessons. The findings discussedrepresent a case of a Shanghai teacher moving away from a traditional model of knowledgetransmission towards a synthesis based on his own pedagogical philosophies. There is a matchbetween what the teacher wants to give and what the students want to get and this is likely to be akey to a better learning.Proof, authority, and agency: intimations from an 8th grade mathematics classroom in IsraelMichael Fried, University of the Negev, IsraelMiriam Amit, University of the Negev, IsraelMuch research in mathematics education has looked at students’ conceptions and misconceptionsof proof. The attempt to characterize these conceptions sometimes clouds the fact that they arefluid and unsettled. By assuming from the start that students’ views on proof are not fixed, one canalternatively try and identify the forces at work forming them. The present paper adopts thissecond approach. Relying on qualitative data from an 8th grade classroom, evidence is adducedsuggesting that students’ emerging views of proof may coincide with emerging relations ofauthority.Historical and international comparisons of students’ and teacher’s participation in repairsequences in whole-class teachingFritjof Sahlström, Uppsala University, SwedenCathrin Martin, Uppsala University, SwedenThe aim of the reported research is to investigate historical changes and internationalcontemporary differences in students’ and teachers’ participation in repair sequences in wholeclassteaching. In a growing number of conversation analysis studies, research on learning hasbeen successfully pursued through analysis of longitudinal changes in participation in repair andcorrection. Prior historical and international comparisons of classroom interaction haveoverwhelmingly been based on aggregates of coded classes or categories of action. This study– 307 –