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Collaborative learning with cases and problems is characterized by the contribution of disparate knowledge and varying interpretations. The way in which this public knowledge is exploited individually to construct a conceptualization of the problem is examined here. The paper presents a microanalysis of a collaborative case-centered learning dialogue between three learners where a novel conceptualization is constructed re-using selected surface and structural elements contained in a priordblp:conf/cscl/TschollD13 fatcat:tvq4hw7nbnhkthnlnufxjq7ixm