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In this paper we conceptualize teacher monitoring routines -a consequential yet understudied phase of instruction during students' collaborative work. We examine 5 lessons of experienced and equity-oriented secondary math teachers using a comparative case study design and analysis of their interactional routines. Our goal is to understand how teachers monitor groupwork and how they decide (intentionally or not) when, where, and how to intervene in student talk. We identified various patternsdblp:conf/cscl/EhrenfeldH19 fatcat:yylczo66lvgjxmvaaj24vejwvm