Maria-Luisa Schubauer-Leoni

Problems in assessment of learning: The social construction of questions and answers in the scholastic context

Abstract This chapter analyses the actualization of knowledge by the child when questioned by an adult (teacher or researcher, for example). We first examine the situation of questioning between teacher and pupils and then compare this to (1) interactions between an experimenter and a pupil concerning scholastic knowledge in order to analyze the impact of the interaction context and the adult interlocutor and (2) the childs display of competencies in psychological testing interviews to study the articulation of the object of discourse.

How social interactions within a class depend on the teacher’s assessment of the students’ various mathematical capabilities

In this contribution, we will address from aclinical point of view the issue of the interrelations between the knowledge acquiring processes and the social interactions within a class of mathematics: a) how can the knowledge that is to be acquired determine the kind of social relationship established during a didactic interaction, and b) reciprocally, how can the social relationship already established within the class influence each and every student’s acquisition of knowledge?