Processes of subjectification: positioning, power, and emotions in the mathematics classroom
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract During teaching-learning activities, students and teachers engage in complex interactive and intersubjective processes in which both co-position each other. These processes, which, in the theory of objectification, are called processes of subjectification, are conceived as agentic processes of a cultural-historical nature. From these processes, teachers’ and students’ verbal and corporal language and emotions emerge in close relationship with how knowledge and cultural values promoted by the school are manifested. In this article, we analyze the processes of subjectification of a group of Mexican high school students during a sequence of mathematics classes in which the concept of motion is taught. The video data from the lessons were transcribed and analyzed using a semiotic multimodal dialectical methodology. Our findings provide a deeper understanding of the dialectical relationship between students’ emotions, power, and other various agentic devices that teachers and students resort to in their teaching-learning activity.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it