Co-constructed failure narratives in mathematics tutoring

Research output: Contribution to journalArticlepeer-review

5 Scopus citations

Abstract

The ideas students have about what causes math failure are known to impact motivation. This paper throws light on how attributions of failure are negotiated during math tutoring, between 4th/5th graders and volunteer tutors, at a non-profit STEM-based after-school program. The study employs methods of interaction analysis on a small number of cases to qualitatively document how tutor–student dyads co-construct stories about failure. I argue that responses to failure involve constructing obstacles, blaming causes of obstacles, and intervening to resolve obstacles, which take place as part of public practice. By understanding the interactional mechanics of failure, the study can inform discourse-level interventions in the future.

Original languageEnglish (US)
Pages (from-to)709-735
Number of pages27
JournalInstructional Science
Volume45
Issue number6
DOIs
StatePublished - Dec 1 2017
Externally publishedYes

Keywords

  • Attribution theory
  • Interaction analysis
  • Mathematics
  • Storytelling
  • Tutoring

Fingerprint Dive into the research topics of 'Co-constructed failure narratives in mathematics tutoring'. Together they form a unique fingerprint.

Cite this