A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2020; you can also visit the original URL.
The file type is
Using interactional analysis we examined the content of interactions during a whole group discussion in a 9th grade geometry classroom with the intent to identify the teachers' modes of intervention as he tried to engage students in criticizing two mathematical arguments raised inproving uniqueness of midpoint of a line segment. The teacher's multiple invitations for engaging students in identifying problems with the two arguments were not well received.doi:10.6084/m9.figshare.12278840.v1 fatcat:hkvxe7vd5rd3bdjqlxxijoef4i