Within peer collaboration, both cognitive and social phenomena have been identified as important components for success, though little is known about the relationship between these factors. In this work, we examined math collaboration discourse between 11 4 t h grade dyads in 30-second slices to investigate the relationship between rapport state and reasoning state. Prior to collaboration, students watched one of three instructional videos modeling either domain knowledge, collaborate

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... or both. There was no impact of video type on student talk behaviors, nor posttest scores. However, we found a correlation between high rapport states and strong reasoning states, as well as a marginal effect of more co-constructive reasoning leading to improved posttest scores. This work demonstrates that students' rapport states may play a role in students' reasoning states, and thus calls for a deeper investigation within the CSCL community about the role of rapport in peer learning.