{"day": 1, "grade_band": "5-6", "session_id": "conv_001", "speaker_count": 16, "speakers": [{"role": "student", "speaker_id": "student_002"}, {"role": "student", "speaker_id": "student_014"}, {"role": "student", "speaker_id": "student_018"}, {"role": "student", "speaker_id": "student_026"}, {"role": "student", "speaker_id": "student_027"}, {"role": "student", "speaker_id": "student_030"}, {"role": "student", "speaker_id": "student_031"}, {"role": "student", "speaker_id": "student_033"}, {"role": "student", "speaker_id": "student_036"}, {"role": "student", "speaker_id": "student_1005"}, {"role": "student", "speaker_id": "student_1021"}, {"role": "student", "speaker_id": "student_1030"}, {"role": "student", "speaker_id": "student_1040"}, {"role": "teacher", "speaker_id": "teacher_001"}, {"role": "teacher", "speaker_id": "teacher_009"}, {"role": "unknown", "speaker_id": "unknown_033"}], "task_id": "bakers_cake", "task_name": "Baker's Cake", "turn_count": 429, "turns": [{"action": {"confidence": 0.88, "explanation": "Student gives a bare answer, 'Three,' likely a tentative value for the piece before further confirmation.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1040", "text": "Three.", "turn_id": 1, "word_count": 1}, {"action": {"confidence": 0.76, "explanation": "'Yeah, it's three' mainly confirms the prior answer rather than adding new reasoning.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_036", "text": "Yeah, it's three.", "turn_id": 2, "word_count": 3}, {"action": {"confidence": 0.92, "explanation": "Assigns a value to the representation: '$3 in each square.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_002", "text": "$3 in each square.", "turn_id": 3, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "'Plus tax' is playful commentary about the cake price context, not advancing the math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1040", "text": "Plus tax.", "turn_id": 4, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "Joking about not including taxes and not paying taxes is social/affective, not mathematical reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "We're not including taxes into this. I don't pay taxes.", "turn_id": 5, "word_count": 10}, {"action": {"confidence": 0.99, "explanation": "Playful off-task joking about not paying and stealing.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "Same, bro. I don't, I don't pay anything. I don't pay anything, I just steal.", "turn_id": 6, "word_count": 15}, {"action": {"confidence": 0.85, "explanation": "Questions the '42' and implies it is wrong or unreasonable in context.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_002", "text": "Why is that 42? You're going to make us go broke.", "turn_id": 7, "word_count": 11}, {"action": {"confidence": 0.87, "explanation": "'42%, bro, what is that?' asks what the written amount means.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_036", "text": "42%, bro, what is that?", "turn_id": 8, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Teacher directs removing the tax notation and erasing the work on the board.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "No one's going to buy the cake. Take that off. I'm erasing that. Alright.", "turn_id": 9, "word_count": 14}, {"action": {"confidence": 0.95, "explanation": "Teacher asks students to identify the fractional part of each piece.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So let me ask you, what fractional part is, each piece?", "turn_id": 10, "word_count": 11}, {"action": {"confidence": 0.94, "explanation": "Student first says 'one third' then immediately corrects to 'one fourth.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_027", "text": "Uh, one third. No, one fourth.", "turn_id": 11, "word_count": 6}, {"action": {"confidence": 0.73, "explanation": "Teacher checks agreement on 'a fourth' and then asks students to justify the $3 value against that constraint.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "A fourth. Everybody agree with that? Okay, so how did you decide that each piece was $3?", "turn_id": 12, "word_count": 17}, {"action": {"confidence": 0.99, "explanation": "Performs the calculation '12 divided by four is three.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_033", "text": "12 divided by four is three.", "turn_id": 13, "word_count": 6}, {"action": {"confidence": 0.86, "explanation": "Teacher asks whether anyone used a different way, inviting explanation of alternate reasoning.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "12 divided by four. Okay, did anybody think it differently?", "turn_id": 14, "word_count": 10}, {"action": {"confidence": 0.91, "explanation": "A simple 'No' in response to whether anyone thought differently.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "No.", "turn_id": 15, "word_count": 1}, {"action": {"confidence": 0.88, "explanation": "Provides another rationale: 'What multiplied by four equals 12?' to justify the 3.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "What multiplied by four equals 12?", "turn_id": 16, "word_count": 6}, {"action": {"confidence": 0.88, "explanation": "Teacher again invites alternate explanations or methods.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "What times four equals 12, okay. Anybody think it differently?", "turn_id": 17, "word_count": 10}, {"action": {"confidence": 0.75, "explanation": "Single-word 'Adding' suggests an alternate method rather than a final answer.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_002", "text": "Adding.", "turn_id": 18, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Teacher instructs who should erase and who should take the marker.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, all right, Scarecrow, I want you to erase that work, beautiful, and I want you to hand the marker to a different scarecrow in your group. Alright, here we go, new cake.", "turn_id": 19, "word_count": 33}, {"action": {"confidence": 0.94, "explanation": "Teacher frames the transition to the next task as 'day two.'", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Ready for day two? He woke up and wanted to do something different today.", "turn_id": 20, "word_count": 14}, {"action": {"confidence": 0.98, "explanation": "Teacher tells the scarecrow to draw the next cake.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, scarecrow draw the cake.", "turn_id": 21, "word_count": 5}, {"action": {"confidence": 0.82, "explanation": "'It's fine, I guess' is affective commentary, not math content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "It's fine, I guess.", "turn_id": 22, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Assigns values to pieces: big piece is 6, others are 3.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1040", "text": "The big piece is six, and the other ones are three.", "turn_id": 23, "word_count": 11}, {"action": {"confidence": 0.84, "explanation": "Asks what the value of each piece is in the current drawing.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_002", "text": "How much is each piece?", "turn_id": 24, "word_count": 5}, {"action": {"confidence": 0.89, "explanation": "Gives a tentative value: '$6.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "$6.", "turn_id": 25, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Again jokingly says 'Plus tax?' rather than contributing mathematically.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1040", "text": "Plus tax?", "turn_id": 26, "word_count": 2}, {"action": {"confidence": 0.74, "explanation": "Brief rejection of the tax joke: 'Um, no.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_036", "text": "Um, no.", "turn_id": 27, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Commenting that the price is 'too cheap' is playful, not mathematical.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "That's too cheap.", "turn_id": 28, "word_count": 3}, {"action": {"confidence": 0.63, "explanation": "Fragment about '30 is really...' appears social/playful and not mathematically developed.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1040", "text": "30 is really...", "turn_id": 29, "word_count": 3}, {"action": {"confidence": 0.73, "explanation": "Calls for going over the written notation again, focusing on the shared written work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_014", "text": "Wait, I think we have to go over this again. That, that dollar sign's going left a lot.", "turn_id": 30, "word_count": 18}, {"action": {"confidence": 0.66, "explanation": "Teacher checks whether the group is ready/okay before proceeding.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Are we good?", "turn_id": 31, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Student manages role compliance: 'you're not the scarecrow.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_036", "text": "That's sus. No, you're not the scarecrow.", "turn_id": 32, "word_count": 7}, {"action": {"confidence": 0.89, "explanation": "Directs how the dollar sign should be written on the board.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_014", "text": "We have to go over this again... dollar sign goes in the middle of the sign.", "turn_id": 33, "word_count": 16}, {"action": {"confidence": 0.98, "explanation": "Repeated comment that it's 'so cheap' is playful commentary.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "It's so cheap, bro. It's so cheap. So cheap.", "turn_id": 34, "word_count": 9}, {"action": {"confidence": 0.96, "explanation": "Agrees that it is cheap; still affective/social rather than mathematical.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_014", "text": "It is actually so cheap.", "turn_id": 35, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Comments on the amount of tax, continuing the joke.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1030", "text": "That's a lot of tax.", "turn_id": 36, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Simple 'Yeah' confirms prior comment.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Yeah.", "turn_id": 37, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "More playful commentary about cheapness.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "So much, so cheap.", "turn_id": 38, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Repeats tax joke rather than advancing math work.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1030", "text": "That's a lot of tax.", "turn_id": 39, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "Again, playful 'so cheap' remark.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "So cheap, bro. So cheap.", "turn_id": 40, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Affective exclamation about the tax.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1021", "text": "Oh my God, is that the tax?", "turn_id": 41, "word_count": 7}, {"action": {"confidence": 0.91, "explanation": "Asks about a smiley face on the board; social/off-task relative to the math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "Did she give us the smiley face?", "turn_id": 42, "word_count": 7}, {"action": {"confidence": 0.88, "explanation": "Brief answer 'No, not yet.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_036", "text": "No, not yet.", "turn_id": 43, "word_count": 3}, {"action": {"confidence": 0.81, "explanation": "Asks where the percent sign is in the written notation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1021", "text": "Where's the percent sign? Is the percent sign's right there?", "turn_id": 44, "word_count": 10}, {"action": {"confidence": 0.97, "explanation": "Continues joking about tax being too high.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "That's way too much tax.", "turn_id": 45, "word_count": 5}, {"action": {"confidence": 0.86, "explanation": "Student notices a missing 'nine' and indicates a correction to the written work.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_014", "text": "Wait, I forgot to add the nine.", "turn_id": 46, "word_count": 7}, {"action": {"confidence": 0.98, "explanation": "Again says 'So cheap, bro' as playful commentary.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "So cheap, bro.", "turn_id": 47, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Joking that only billionaires can afford it is off-task/affective.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "We're billionaires, only they can afford it.", "turn_id": 48, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Humorous explanation that the cake is so good.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "It's cause the cake is so good.", "turn_id": 49, "word_count": 7}, {"action": {"confidence": 0.99, "explanation": "Playful social remark 'It's not for brokies.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "It's not for brokies.", "turn_id": 50, "word_count": 4}, {"action": {"confidence": 0.8, "explanation": "Teacher's 'Whoa, whoa' manages the interaction and reins students in.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Whoa, whoa.", "turn_id": 51, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "Another playful 'So cheap.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "So cheap.", "turn_id": 52, "word_count": 2}, {"action": {"confidence": 0.88, "explanation": "Teacher joins the playful commentary about the tax being crazy and not wanting to buy the cake.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Whoa, the tax is crazy on that. I don't know that I wanna buy your cake.", "turn_id": 53, "word_count": 16}, {"action": {"confidence": 0.98, "explanation": "Repeats the cheapness joke.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "So cheap.", "turn_id": 54, "word_count": 2}, {"action": {"confidence": 0.9, "explanation": "Teacher's 'I know' is brief uptake of the student's joke.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "I know.", "turn_id": 55, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "Again joking 'We're billionaires.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "We're billionaires.", "turn_id": 56, "word_count": 2}, {"action": {"confidence": 0.94, "explanation": "Teacher's 'Okay, alright' is minimal receipt/transition.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, alright.", "turn_id": 57, "word_count": 2}, {"action": {"confidence": 0.99, "explanation": "Continues the life-savings joke, not substantive math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "It's half of their life savings.", "turn_id": 58, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "Teacher redirects to math by asking what fractional part the big piece is.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Tell me what fractional part of the cake, the big piece is.", "turn_id": 59, "word_count": 12}, {"action": {"confidence": 0.63, "explanation": "Student answers '$6,' giving a value when the teacher asked for a fraction, showing focus on what the number is.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_002", "text": "$6.", "turn_id": 60, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher states 'Half' then asks how they figured out $6.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Half, so how do you figure out that that's $6?", "turn_id": 61, "word_count": 10}, {"action": {"confidence": 0.95, "explanation": "Justifies $6 by saying it's half the cake and combines two $3 parts.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_036", "text": "Cause $3 plus $3 equals $6, and that's half of the cake.", "turn_id": 62, "word_count": 12}, {"action": {"confidence": 0.98, "explanation": "Provides a detailed rationale using an imagined line and 3+3=6.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_031", "text": "Cause the last one, if there was a line there would be three, but since there is no line, three plus three equals six. So, it's six.", "turn_id": 63, "word_count": 27}, {"action": {"confidence": 0.81, "explanation": "Teacher restates and validates the student's reasoning for the class, then invites alternatives.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, so one way to figure this out, is to say, if there was a line right there, like there was the last one, then it would be three plus three and it would be six. Awesome way to think about it. Anybody think it differently? Anybody get six dollars for this, but think it differently?", "turn_id": 64, "word_count": 56}, {"action": {"confidence": 0.9, "explanation": "Teacher prompts for 'A different way.'", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "A different way.", "turn_id": 65, "word_count": 3}, {"action": {"confidence": 0.79, "explanation": "Teacher acknowledges that someone else had a different method.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, you thought it a different way too, okay.", "turn_id": 66, "word_count": 9}, {"action": {"confidence": 0.88, "explanation": "'12 divided by 2' suggests a method for finding the big piece.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_031", "text": "12 divided by 2.", "turn_id": 67, "word_count": 4}, {"action": {"confidence": 0.96, "explanation": "Teacher asks why division by two is appropriate.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "12 divided by two. Tell me why divided by two?", "turn_id": 68, "word_count": 10}, {"action": {"confidence": 0.88, "explanation": "Student explains the idea by imagining the missing line and two sides.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_031", "text": "Uh, because, because um... it's divided by two if that line wasn't there. Then it would be divided by two on both sides.", "turn_id": 69, "word_count": 23}, {"action": {"confidence": 0.71, "explanation": "Teacher paraphrases the student's setup: 'So, if this line wasn't there.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So, if this line wasn't there.", "turn_id": 70, "word_count": 6}, {"action": {"confidence": 0.89, "explanation": "Student self-corrects mid-explanation: 'Oh, sorry' and revises the reasoning to three, three, six.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_031", "text": "Then divide the six by two. Oh, sorry, on that side so it's three, three, six.", "turn_id": 71, "word_count": 16}, {"action": {"confidence": 0.98, "explanation": "Teacher tells the scarecrow to erase and pass the marker.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Awesome, well done. Alright, erase. Scarecrow erase, and the marker to a new scarecrow.", "turn_id": 72, "word_count": 14}, {"action": {"confidence": 0.97, "explanation": "Joking request to keep the tax.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1040", "text": "Keep the tax.", "turn_id": 73, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Agrees to keep the tax as part of the ongoing joke.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "Yeah, I know. I'm keeping the tax.", "turn_id": 74, "word_count": 7}, {"action": {"confidence": 0.98, "explanation": "Teacher again directs the marker handoff.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Hand the marker to a new scarecrow.", "turn_id": 75, "word_count": 7}, {"action": {"confidence": 0.71, "explanation": "Comment about the next task, lightly playful and not substantive math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1040", "text": "That's gunna be the next.", "turn_id": 76, "word_count": 5}, {"action": {"confidence": 0.8, "explanation": "Teacher checks readiness before the next task.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Are you ready?", "turn_id": 77, "word_count": 3}, {"action": {"confidence": 0.88, "explanation": "Teacher signals the next problem is beginning: 'Here we go.'", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Here we go.", "turn_id": 78, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Teacher tells the scarecrow to draw the cake and prompts action.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Hey scarecrow, draw the cake. What do you think?", "turn_id": 79, "word_count": 9}, {"action": {"confidence": 0.9, "explanation": "Student assigns values to pieces in the new cake: six and two threes.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1040", "text": "Six, yeah it's six, and three, three? Six and three, three?", "turn_id": 80, "word_count": 11}, {"action": {"confidence": 0.94, "explanation": "Confirms that both smaller ones are three and the larger one is six.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_036", "text": "Both of them are three. Yeah, yeah. Six and three, three.", "turn_id": 81, "word_count": 11}, {"action": {"confidence": 0.91, "explanation": "States the new cake is structurally the same thing shown differently.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_036", "text": "It's the same thing, just a different way, kind of.", "turn_id": 82, "word_count": 10}, {"action": {"confidence": 0.97, "explanation": "Refers humorously to their big tax.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "Look at our really big tax.", "turn_id": 83, "word_count": 6}, {"action": {"confidence": 0.83, "explanation": "Affective comment that it will be interesting.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "Bro, this is going to be interesting.", "turn_id": 84, "word_count": 7}, {"action": {"confidence": 0.86, "explanation": "Tells someone not to stand by the recorder; coordination, not math.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_036", "text": "Don't stand by recorder.", "turn_id": 85, "word_count": 4}, {"action": {"confidence": 0.93, "explanation": "Playful 'So cheap buy.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "So cheap buy.", "turn_id": 86, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Joking 'We should buy it.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "We should buy it.", "turn_id": 87, "word_count": 4}, {"action": {"confidence": 0.76, "explanation": "'That's it?' asks whether the work/value is complete.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_014", "text": "That's it?", "turn_id": 88, "word_count": 2}, {"action": {"confidence": 0.85, "explanation": "Affective reaction 'Oh, that's a lot.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "Oh, that's a lot.", "turn_id": 89, "word_count": 4}, {"action": {"confidence": 0.84, "explanation": "Points out an issue in notation/numbering: 'You have to add the decimal.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_014", "text": "No, it's not. You have to add the decimal.", "turn_id": 90, "word_count": 9}, {"action": {"confidence": 0.98, "explanation": "Returns to the joke that it's cheap.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "It's so cheap, bro.", "turn_id": 91, "word_count": 4}, {"action": {"confidence": 0.81, "explanation": "Teacher publicly highlights this group's answer and asks them to explain it to the class.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Alright, freeze please... freeze please. Okay, this group had their answer like that. Tell me, tell me how you knew.", "turn_id": 92, "word_count": 20}, {"action": {"confidence": 0.95, "explanation": "Student summarizes that the cake is the same thing shown differently.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_026", "text": "Um, it's the same thing, just shown a different way.", "turn_id": 93, "word_count": 10}, {"action": {"confidence": 0.95, "explanation": "Teacher asks the student to unpack what 'same thing' means.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, so, she said it's the same thing, just shown a different way. Tell me what you mean by that?", "turn_id": 94, "word_count": 20}, {"action": {"confidence": 0.97, "explanation": "Explains the structural equivalence: still half, still two fourths.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "It's still half, and those are still two fourths. So.", "turn_id": 95, "word_count": 10}, {"action": {"confidence": 0.89, "explanation": "Teacher revoices the student's idea that it is a different-shaped half.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, okay. So, it's still half. It's just a different shaped half. Do you agree with that?", "turn_id": 96, "word_count": 17}, {"action": {"confidence": 0.95, "explanation": "Simple agreement: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Yeah.", "turn_id": 97, "word_count": 1}, {"action": {"confidence": 0.76, "explanation": "Teacher checks whole-group agreement with the structural claim.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Everybody agree?", "turn_id": 98, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Brief agreement: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Yeah.", "turn_id": 99, "word_count": 1}, {"action": {"confidence": 0.99, "explanation": "Teacher instructs erase, new scarecrow, new cake.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, awesome. Scarecrow erase. New scarecrow, new cake. Hurry, hurry.", "turn_id": 100, "word_count": 10}, {"action": {"confidence": 0.58, "explanation": "Teacher's 'Oh' is an affective reaction during transition.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh.", "turn_id": 101, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Student proposes values 'Three, nine. Three, nine.' for the new cake parts.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_002", "text": "Three, nine. Three, nine.", "turn_id": 102, "word_count": 4}, {"action": {"confidence": 0.86, "explanation": "Offers an alternative tentative value: 'Oh, four, nine?'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1040", "text": "Oh, four, nine?", "turn_id": 103, "word_count": 3}, {"action": {"confidence": 0.77, "explanation": "Rejects the alternative and insists 'It's just three, nine.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_002", "text": "It's just three, nine.", "turn_id": 104, "word_count": 4}, {"action": {"confidence": 0.96, "explanation": "Requests explanation of how the answer was found so quickly.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1005", "text": "You got it so quick, explain your reasoning.", "turn_id": 105, "word_count": 8}, {"action": {"confidence": 0.91, "explanation": "Justifies the 9 and 3 using 'Nine plus three equals 12.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_002", "text": "Nine plus three equals 12.", "turn_id": 106, "word_count": 5}, {"action": {"confidence": 0.87, "explanation": "Tests whether the placement of 9 and 3 could be swapped while still fitting the figure.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1005", "text": "Okay, so if nine plus three equals 12. Why couldn't this be nine and this be three?", "turn_id": 107, "word_count": 17}, {"action": {"confidence": 0.74, "explanation": "Begins to object with 'Divided by four. No,' indicating the alternative is wrong.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_014", "text": "Divided by four. No.", "turn_id": 108, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Manages turn-taking: 'Let me finish talking.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Let me finish talking.", "turn_id": 109, "word_count": 4}, {"action": {"confidence": 0.87, "explanation": "Also manages interaction with 'Hey, whoa, whoa.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1005", "text": "Hey, whoa, whoa.", "turn_id": 110, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Insists on their chance to speak: 'Let me finish!'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_014", "text": "Let me finish!", "turn_id": 111, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Teacher asks how they knew the little piece is 3.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Alright, so, now everybody's getting pretty fast. How did you know that little piece is three?", "turn_id": 112, "word_count": 16}, {"action": {"confidence": 0.98, "explanation": "'Because we're smart' is affective/playful rather than mathematical.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "Because we're smart.", "turn_id": 113, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Teacher refocuses by asking what fraction of the cake the little piece is.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, how do you know that little piece is three? How much of the cake is it?", "turn_id": 114, "word_count": 17}, {"action": {"confidence": 0.93, "explanation": "Names the relevant fraction for the piece: 'A fourth.'", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_030", "text": "A fourth.", "turn_id": 115, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "Teacher asks students to explain how they obtained the 9.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "It's a fourth of the cake. Exactly, that's a fourth. Tell me how you got the nine. Tell me how you got the nine. Yeah.", "turn_id": 116, "word_count": 25}, {"action": {"confidence": 0.94, "explanation": "Explains that knowing one fourth is 3 lets them subtract from 12 to get 9.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "Okay, so, so, if we do, if we know that's one fourth of it, and so, you do minus 12 by three. So you get nine because that's three and that's nine. Add them, that'll be 12.", "turn_id": 117, "word_count": 37}, {"action": {"confidence": 0.9, "explanation": "Teacher asks whether anyone thought about it differently.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, anybody think it differently?", "turn_id": 118, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Teacher directs erase/new scarecrow and previews harder problems.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, scarecrow erase, new scarecrow. Here we go. Oh, these get harder, believe me.", "turn_id": 119, "word_count": 14}, {"action": {"confidence": 0.88, "explanation": "Affective reaction: 'Oh, interesting.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "Oh, interesting.", "turn_id": 120, "word_count": 2}, {"action": {"confidence": 0.93, "explanation": "Offers tentative value '4.5.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1040", "text": "Um, 4.5.", "turn_id": 121, "word_count": 2}, {"action": {"confidence": 0.76, "explanation": "Confirms '4.5, 4.5' as the proposed values.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Yeah, 4.5, 4.5, and then.", "turn_id": 122, "word_count": 5}, {"action": {"confidence": 0.78, "explanation": "Repeats and confirms '4.5, 4.5.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "4.5, 4.5.", "turn_id": 123, "word_count": 2}, {"action": {"confidence": 0.82, "explanation": "Directs adding another 4.5 to the existing 4.5.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_036", "text": "Yeah, 4.5, and now add the 4.5 again.", "turn_id": 124, "word_count": 8}, {"action": {"confidence": 0.52, "explanation": "Appears to count or compute partial sums verbally, though fragmented.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_014", "text": "4, 5, 4, 3, 9, 7.", "turn_id": 125, "word_count": 6}, {"action": {"confidence": 0.47, "explanation": "Another fragmentary attempt at numerical computation.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_002", "text": "6... 6, 2, 9", "turn_id": 126, "word_count": 4}, {"action": {"confidence": 0.87, "explanation": "Changes the proposed answer from 4.5 to 3.5.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_036", "text": "I think it's 3 point... it's 3.5, it's 3.5.", "turn_id": 127, "word_count": 9}, {"action": {"confidence": 0.81, "explanation": "Questions the revised value: '3.5?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_002", "text": "3.5?", "turn_id": 128, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Restates the candidate solution 'It's 3.5.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_036", "text": "It's 3.5.", "turn_id": 129, "word_count": 2}, {"action": {"confidence": 0.88, "explanation": "Rejects 3.5 and says 'No, it's a 4.5 because...'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_002", "text": "No, it's a 4.5 because 4 plus.", "turn_id": 130, "word_count": 7}, {"action": {"confidence": 0.54, "explanation": "Begins a structural explanation for why it might be 3, though incomplete.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_036", "text": "If you make this, that means, it's like 3.", "turn_id": 131, "word_count": 9}, {"action": {"confidence": 0.96, "explanation": "Explains 4.5 by computing 4+4 and .5+.5 to make 9.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_002", "text": "No, cause 4.5, four plus four is equal eight, and the 0.5s, 0.5 plus 0.5 equals one, and then you add them nine.", "turn_id": 132, "word_count": 23}, {"action": {"confidence": 0.95, "explanation": "Teacher asks what the written 4.05/4.50 represents, focusing on the meaning of the number notation.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, freeze please... We know that little corner is three. We've had that a lot right? This group was fast. They wrote 3, 4.5, 4.5. What kind of, what is that $4.05? What is that?", "turn_id": 133, "word_count": 35}, {"action": {"confidence": 0.91, "explanation": "Corrects the notation from '$4.05' to '$4.50.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_027", "text": "$4.50", "turn_id": 134, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Teacher asks how they knew 4.50 so quickly.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, $4.50. Oh, okay. How did you know it was 4.50 so quickly? How did you guys know?", "turn_id": 135, "word_count": 18}, {"action": {"confidence": 0.96, "explanation": "States the operation used: 'Divide nine by two.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_002", "text": "Divide nine by two.", "turn_id": 136, "word_count": 4}, {"action": {"confidence": 0.92, "explanation": "Teacher validates and instructs the scarecrow to erase.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Divided nine by two. Okay, so the nine that was here before, fantastic. Alright, scarecrow erase.", "turn_id": 137, "word_count": 16}, {"action": {"confidence": 0.97, "explanation": "Assigns the scarecrow role to a peer.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_014", "text": "You are scarecrow.", "turn_id": 138, "word_count": 3}, {"action": {"confidence": 0.91, "explanation": "Assigns the current piece a value of 6.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1040", "text": "So, this piece is 6.", "turn_id": 139, "word_count": 5}, {"action": {"confidence": 0.88, "explanation": "Teacher frames this as a 'Harder problem.'", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Harder problem.", "turn_id": 140, "word_count": 2}, {"action": {"confidence": 0.79, "explanation": "Student asks 'Why?' about the harder problem framing or value assignment.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_014", "text": "Why?", "turn_id": 141, "word_count": 1}, {"action": {"confidence": 0.88, "explanation": "Suggests 'this is gonna be $6.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_036", "text": "Um, cause, what is, this is gunna be $6.", "turn_id": 142, "word_count": 9}, {"action": {"confidence": 0.76, "explanation": "Confirms the $6 proposal: 'So, yeah, that'd be six.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "So, yeah, that'd be six.", "turn_id": 143, "word_count": 5}, {"action": {"confidence": 0.88, "explanation": "Suggests another piece would be 4.5.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1040", "text": "This would be 4.5.", "turn_id": 144, "word_count": 4}, {"action": {"confidence": 0.77, "explanation": "Confirms the 4.5 proposal.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_036", "text": "This would be 4.5.", "turn_id": 145, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Identifies a piece as 'one eighth of the cake.'", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_014", "text": "One eighth. This is one eighth of the cake.", "turn_id": 146, "word_count": 9}, {"action": {"confidence": 0.9, "explanation": "Suggests finding the piece by taking half of 4.5.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1040", "text": "Half of 4.5.", "turn_id": 147, "word_count": 3}, {"action": {"confidence": 0.88, "explanation": "Offers tentative result '2.5?' for that half.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_036", "text": "So, that would be 2.5?", "turn_id": 148, "word_count": 5}, {"action": {"confidence": 0.89, "explanation": "Corrects the proposed half to '2.25.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_002", "text": "No, 2.25.", "turn_id": 149, "word_count": 2}, {"action": {"confidence": 0.79, "explanation": "Repeats and accepts '2.25.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "2.25.", "turn_id": 150, "word_count": 1}, {"action": {"confidence": 0.85, "explanation": "Accepts the correction: 'Oh, 2.25, yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_036", "text": "Oh, 2.25, yeah.", "turn_id": 151, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Student says their numbers don't add up, checking consistency with the total.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_002", "text": "Why? I'm looking at theirs, and it doesn't add up.", "turn_id": 152, "word_count": 10}, {"action": {"confidence": 0.93, "explanation": "Asks another group how they got their answer.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1021", "text": "How'd you guys get there? What's going on here?", "turn_id": 153, "word_count": 9}, {"action": {"confidence": 0.99, "explanation": "Teacher explicitly tells them to check whether the pieces add to 12.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Check to see that the pieces add up to 12.", "turn_id": 154, "word_count": 10}, {"action": {"confidence": 0.98, "explanation": "Reports that it does not add up to 12.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1040", "text": "It doesn't add up to 12.", "turn_id": 155, "word_count": 6}, {"action": {"confidence": 0.78, "explanation": "Notices something is off with the 4-point value and flags a likely mistake.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_036", "text": "Oh, yeah, that adds up to... wait, this isn't 4 point.", "turn_id": 156, "word_count": 11}, {"action": {"confidence": 0.95, "explanation": "Computes 'six plus two plus four equals 12.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_002", "text": "Wait... six plus two plus four equals 12.", "turn_id": 157, "word_count": 8}, {"action": {"confidence": 0.83, "explanation": "Suggests using 'just do six plus two plus four' to check the total.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_036", "text": "Yeah, so just do six plus two plus four.", "turn_id": 158, "word_count": 9}, {"action": {"confidence": 0.78, "explanation": "Justifies a value by saying it would be half, since it's half of 3.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_002", "text": "No, it would be a half, cause that's half of 3.", "turn_id": 159, "word_count": 11}, {"action": {"confidence": 0.83, "explanation": "Teacher points to written numbers and asks if they are 2.25 and 4.50.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Does that say 2.25 and 4.50?", "turn_id": 160, "word_count": 6}, {"action": {"confidence": 0.87, "explanation": "Admits 'we got it wrong,' signaling correction is needed.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1040", "text": "Yes, yeah, we got it wrong.", "turn_id": 161, "word_count": 6}, {"action": {"confidence": 0.99, "explanation": "Teacher asks whether those numbers add up to $12.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Does that add up to $12?", "turn_id": 162, "word_count": 6}, {"action": {"confidence": 0.74, "explanation": "Responds 'No, we're trying to figure it out,' acknowledging the mismatch.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1040", "text": "No, we're trying to figure it out.", "turn_id": 163, "word_count": 7}, {"action": {"confidence": 0.93, "explanation": "Teacher's 'Yeah, okay' is minimal receipt.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Yeah, okay.", "turn_id": 164, "word_count": 2}, {"action": {"confidence": 0.9, "explanation": "Offers a new tentative value: 'It's 2.5.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_036", "text": "It's 2.5.", "turn_id": 165, "word_count": 2}, {"action": {"confidence": 0.57, "explanation": "Begins to justify using the idea that the piece is inside the nine.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_002", "text": "It's inside of the nine, so.", "turn_id": 166, "word_count": 6}, {"action": {"confidence": 0.88, "explanation": "Restates 'That's 2.5.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_036", "text": "That's 2.5.", "turn_id": 167, "word_count": 2}, {"action": {"confidence": 0.71, "explanation": "Justifies by saying it is the same size as the nine piece.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_002", "text": "It's the same size as the nine.", "turn_id": 168, "word_count": 7}, {"action": {"confidence": 0.84, "explanation": "Teacher frames that this cake is trickier and groups disagree.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, now, this time, this cake was a little tricker, and everybody does not have the same answer.", "turn_id": 169, "word_count": 18}, {"action": {"confidence": 0.91, "explanation": "Offers another tentative value: 'It's 1.5.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "It's 1.5... 1.5.", "turn_id": 170, "word_count": 3}, {"action": {"confidence": 0.82, "explanation": "Agrees: 'Yeah, 1.5.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_036", "text": "Yeah, 1.5.", "turn_id": 171, "word_count": 2}, {"action": {"confidence": 0.77, "explanation": "Teacher says 'We're getting closer,' giving brief evaluative uptake.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "We're getting closer.", "turn_id": 172, "word_count": 3}, {"action": {"confidence": 0.89, "explanation": "Explains why the value can't be whole and links the piece to the previous 4.5 case.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_002", "text": "Because it can't be a whole number because this one is not an equal and this one is not an equal. It's still the 4.5 from the last round.", "turn_id": 173, "word_count": 29}, {"action": {"confidence": 0.9, "explanation": "Continues the rationale that this piece is the same size as one from the last round.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_002", "text": "Mm-hmm, because it, and that's because it has to be um, this one. It has to be this one. It's the same size as the last one.", "turn_id": 174, "word_count": 27}, {"action": {"confidence": 0.8, "explanation": "Pushes back on the claim that it 'has to be this one.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_036", "text": "I mean it doesn't have to be this one, bro.", "turn_id": 175, "word_count": 10}, {"action": {"confidence": 0.78, "explanation": "Evaluates the piece as less than a quarter and more than a quarter, using size constraints.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_014", "text": "Wait, no look. Less than a quarter, and more than a quarter.", "turn_id": 176, "word_count": 12}, {"action": {"confidence": 0.96, "explanation": "Teacher directs students to compare their answer with another group's answer.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "I want all of you to come over here and talk about your answer and their answer. Come on.", "turn_id": 177, "word_count": 19}, {"action": {"confidence": 0.68, "explanation": "Protests that they don't really have an answer; more participation commentary than math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1040", "text": "But we don't really have an answer.", "turn_id": 178, "word_count": 7}, {"action": {"confidence": 0.71, "explanation": "Teacher counters that they did have an answer.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_009", "text": "You did.", "turn_id": 179, "word_count": 2}, {"action": {"confidence": 0.69, "explanation": "Second teacher also insists they had an answer.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_001", "text": "You had an answer.", "turn_id": 180, "word_count": 4}, {"action": {"confidence": 0.7, "explanation": "Repeats the correction that they did have one.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_009", "text": "You did.", "turn_id": 181, "word_count": 2}, {"action": {"confidence": 0.83, "explanation": "Teacher directs the group to proceed with the answer they had.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "We're gunna go with what you had.", "turn_id": 182, "word_count": 7}, {"action": {"confidence": 0.74, "explanation": "Brief agreement: 'Makes more sense, yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Makes more sense, yeah.", "turn_id": 183, "word_count": 4}, {"action": {"confidence": 0.8, "explanation": "Teacher points out inconsistency with what they previously had ('two and two').", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Wait, that wasn't what you had, when I was saying two and two.", "turn_id": 184, "word_count": 13}, {"action": {"confidence": 0.86, "explanation": "States a candidate combination: plus 4.5 and this one is 1.5.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "Plus 4.5 and this one is 1.5.", "turn_id": 185, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "Asks who currently has the scarecrow role.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Wait, who's the Scarecrow now?", "turn_id": 186, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Assigns the role: 'you.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1040", "text": "Um, you.", "turn_id": 187, "word_count": 2}, {"action": {"confidence": 0.92, "explanation": "Simple uptake: 'Oh.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Oh.", "turn_id": 188, "word_count": 1}, {"action": {"confidence": 0.85, "explanation": "Assigns 1.5 to a piece in the drawing.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1040", "text": "Okay, so one, so there's 1.5.", "turn_id": 189, "word_count": 6}, {"action": {"confidence": 0.8, "explanation": "Confirms '1.5, that's 1.5.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "1.5, that's 1.5.", "turn_id": 190, "word_count": 3}, {"action": {"confidence": 0.9, "explanation": "Assigns 6 to the big piece.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1040", "text": "Six in the big one, six in the big one.", "turn_id": 191, "word_count": 10}, {"action": {"confidence": 0.94, "explanation": "Brief agreement 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_036", "text": "Yeah.", "turn_id": 192, "word_count": 1}, {"action": {"confidence": 0.83, "explanation": "Confirms the 6 value.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "That's six.", "turn_id": 193, "word_count": 2}, {"action": {"confidence": 0.92, "explanation": "Asks what the 1.5 refers to.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_002", "text": "What's 1.5? Not gunna lie.", "turn_id": 194, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Directs erasing and drawing a line on the shared figure.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1040", "text": "Erase that one and then make a line.", "turn_id": 195, "word_count": 8}, {"action": {"confidence": 0.94, "explanation": "Directs what to write where: put six in the big one and do the rest.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1040", "text": "Six is in the big one, and then just do the rest.", "turn_id": 196, "word_count": 12}, {"action": {"confidence": 0.91, "explanation": "Suggests computing by subtracting 1.5 and 6 from 12.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_036", "text": "Can you do 12 minus 1.5 then minus 6 again?", "turn_id": 197, "word_count": 10}, {"action": {"confidence": 0.89, "explanation": "States the resulting value 'So 4.5, that's 4.5.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1040", "text": "So 4.5, that's 4.5.", "turn_id": 198, "word_count": 4}, {"action": {"confidence": 0.78, "explanation": "Confirms: 'Yeah, we got it.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_036", "text": "Yeah, we got it.", "turn_id": 199, "word_count": 4}, {"action": {"confidence": 0.65, "explanation": "'Wait' is a brief hold/uptake move.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Wait.", "turn_id": 200, "word_count": 1}, {"action": {"confidence": 0.88, "explanation": "Restates the candidate 4.5.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1040", "text": "It's 4.5.", "turn_id": 201, "word_count": 2}, {"action": {"confidence": 0.81, "explanation": "Questions whether 'one eighth' really fits the picture.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_036", "text": "Are you sure about one of eight? That's...", "turn_id": 202, "word_count": 8}, {"action": {"confidence": 0.84, "explanation": "Retracts 'one eighth' and suggests 'this one's like one-third.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_014", "text": "No, I feel like it's a bit too small though. Like, it's a bit too small. I feel like... I think this one's like one-third.", "turn_id": 203, "word_count": 25}, {"action": {"confidence": 0.82, "explanation": "Checks the numbers against the total: if that's five then total is twelve, so correct.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1040", "text": "No, if that's five then that means five. That's twelve in total. That's twelve in total. Yeah, that's correct.", "turn_id": 204, "word_count": 19}, {"action": {"confidence": 0.84, "explanation": "Offers an alternate candidate: 'it could be two and four though.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "No, it could be two and four though.", "turn_id": 205, "word_count": 8}, {"action": {"confidence": 0.9, "explanation": "Brief agreement: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_036", "text": "Yeah.", "turn_id": 206, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Uses the previous problem's 1.5 value to justify the current answer.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_1040", "text": "Yeah, but we remember from our last one that was 1.5 so this one's, this is it.", "turn_id": 207, "word_count": 17}, {"action": {"confidence": 0.82, "explanation": "Teacher briefly validates: 'Cool, I like that thinking.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Cool, I like that thinking.", "turn_id": 208, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Explains using the last problem, adding pieces, and knowing one part was half.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1040", "text": "Since that was from the last one, and then just added those two up, since I knew that was half. And then four, 4.5.", "turn_id": 209, "word_count": 24}, {"action": {"confidence": 0.95, "explanation": "Teacher's 'Yes.' is brief confirmation.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Yes.", "turn_id": 210, "word_count": 1}, {"action": {"confidence": 0.99, "explanation": "Teacher tells them to keep the auxiliary lines on the drawing.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Keep those auxiliary lines there, I love them. Keep those auxiliary lines there. Keep those there. I love them. Can you keep them there?", "turn_id": 211, "word_count": 24}, {"action": {"confidence": 0.95, "explanation": "Simple compliance: 'Okay.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Okay.", "turn_id": 212, "word_count": 1}, {"action": {"confidence": 0.86, "explanation": "Boastful comment 'We got it quickly.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1040", "text": "We got it quickly.", "turn_id": 213, "word_count": 4}, {"action": {"confidence": 0.89, "explanation": "'What's happening?' asks for understanding of the current board action.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1040", "text": "What's happening?", "turn_id": 214, "word_count": 2}, {"action": {"confidence": 0.74, "explanation": "Explains they were trying to reconstruct what the teacher did.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_002", "text": "I was trying to make it back from what she did.", "turn_id": 215, "word_count": 11}, {"action": {"confidence": 0.87, "explanation": "Teacher describes the auxiliary lines: 'She made three triangles here.'", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "She made three triangles here.", "turn_id": 216, "word_count": 5}, {"action": {"confidence": 0.93, "explanation": "Brief receipt: 'Oh yeah, okay.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Oh yeah, okay.", "turn_id": 217, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Teacher describes exactly how to draw the added lines.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So, not in a curvy, she went bzzz, bzzz, like that to here and then up to here.", "turn_id": 218, "word_count": 18}, {"action": {"confidence": 0.91, "explanation": "Teacher continues shaping the representation and introduces congruence in that drawn structure.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Like here. There you go. So, you're, you have, you know the word congruent?", "turn_id": 219, "word_count": 14}, {"action": {"confidence": 0.96, "explanation": "Simple answer 'Yes.' to knowing the word congruent.", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_033", "text": "Yes.", "turn_id": 220, "word_count": 1}, {"action": {"confidence": 0.91, "explanation": "Teacher states the structural interpretation: four congruent triangles in the upper half.", "name": "proposing_a_pattern_or_structural_model"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, so then you have three congruent triangles in the upper half of the cake.", "turn_id": 221, "word_count": 15}, {"action": {"confidence": 0.84, "explanation": "Says 'Divide by four,' indicating the needed operation from the congruent-triangle structure.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_014", "text": "Divide by four.", "turn_id": 222, "word_count": 3}, {"action": {"confidence": 0.77, "explanation": "Points out a representational issue: 'Our cake isn't a square.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1040", "text": "Our cake isn't a square.", "turn_id": 223, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Teacher corrects herself from three to four congruent triangles.", "name": "revising_the_method_or_answer"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Divide by four. I mean four congruent triangles.", "turn_id": 224, "word_count": 8}, {"action": {"confidence": 0.88, "explanation": "Concludes the value: 'Yeah, 1.5.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "Yeah, 1.5.", "turn_id": 225, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Teacher publicly highlights this group's auxiliary-line method for others to examine.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Yeah. Awesome. Okay. Oh, you guys, wow. I'm so impressed. Okay, so I wanted, I want you to look, just stay where you are, but I want you to look over here and what this group did with some auxiliary lines, because I have to tell you, that's exactly what I did when I was doing this problem. So they drew...", "turn_id": 226, "word_count": 61}, {"action": {"confidence": 0.97, "explanation": "Affective comment 'We're actually cooked.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "We're actually cooked.", "turn_id": 227, "word_count": 3}, {"action": {"confidence": 0.81, "explanation": "Teacher checks readiness and launches the next problem.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Are we good? Look, he's ready, he already drew the box. That's fantastic. Alright, here we go.", "turn_id": 228, "word_count": 17}, {"action": {"confidence": 0.96, "explanation": "Tells a peer to draw it now.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_014", "text": "Oh, okay, draw it, draw it now.", "turn_id": 229, "word_count": 7}, {"action": {"confidence": 0.56, "explanation": "Begins suggesting a decimal value 'zero point um...' for the new pieces.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_002", "text": "Those ones are zero point um...", "turn_id": 230, "word_count": 6}, {"action": {"confidence": 0.74, "explanation": "Affective confidence statement: 'I think I've got it.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_014", "text": "I think I've got it.", "turn_id": 231, "word_count": 5}, {"action": {"confidence": 0.7, "explanation": "Explains some known piece values and begins reasoning about dividing 3 into fourths.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_002", "text": "I know, I uh... okay. So those two are still three, okay, and these ones are... so four divided by, no I mean, three divided by fourths.", "turn_id": 232, "word_count": 27}, {"action": {"confidence": 0.68, "explanation": "States an operation 'Four, divided by four.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_036", "text": "Four, divided by four.", "turn_id": 233, "word_count": 4}, {"action": {"confidence": 0.87, "explanation": "Corrects to 'three divided by four.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_002", "text": "Yeah, three divided by four.", "turn_id": 234, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Asks to erase the current work to try a new idea.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_014", "text": "Wait, I have an idea. Erase this.", "turn_id": 235, "word_count": 7}, {"action": {"confidence": 0.92, "explanation": "Requests someone compute 'three divided by four.'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_002", "text": "Can you please divide three by four?", "turn_id": 236, "word_count": 7}, {"action": {"confidence": 0.85, "explanation": "Repeats the operation being considered: 'Three divided by four.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_036", "text": "Three divided by four.", "turn_id": 237, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Simple confirmation: 'Yes.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Yes.", "turn_id": 238, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "Expresses frustration: 'It's impossible.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "It's impossible. It's actually impossible.", "turn_id": 239, "word_count": 5}, {"action": {"confidence": 0.82, "explanation": "Rejects the claim that the task is impossible.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_014", "text": "No it's not.", "turn_id": 240, "word_count": 3}, {"action": {"confidence": 0.81, "explanation": "Also rejects 'impossible.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_036", "text": "No it isn't.", "turn_id": 241, "word_count": 3}, {"action": {"confidence": 0.73, "explanation": "Suggests treating parts as three and adding another one, building a new mental/shared representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_014", "text": "Three. Let's say they're three, and then this is another one.", "turn_id": 242, "word_count": 11}, {"action": {"confidence": 0.86, "explanation": "Suggests first dividing three by half as a way forward.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_036", "text": "Divide three by half. No, just divide three by half first, and then.", "turn_id": 243, "word_count": 13}, {"action": {"confidence": 0.93, "explanation": "Addresses the scarecrow role to direct who acts next.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_014", "text": "Wait, scarecrow.", "turn_id": 244, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Questions what the scarecrow is doing, managing participation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Scarecrow? What's the scarecrow doing? It's impossible.", "turn_id": 245, "word_count": 7}, {"action": {"confidence": 0.8, "explanation": "Explains that the scarecrow-holder has an idea; coordination of participation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_036", "text": "She has an idea.", "turn_id": 246, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "States how the scarecrow should receive the idea.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Wait, the scarecrow, she's supposed to pass her idea on to the scarecrow.", "turn_id": 247, "word_count": 13}, {"action": {"confidence": 0.68, "explanation": "Clarifies that she is explaining her idea to the scarecrow.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_036", "text": "She explaining her idea to the scarecrow.", "turn_id": 248, "word_count": 7}, {"action": {"confidence": 0.73, "explanation": "Describes parts as 'one, one, and one,' building the partitioning representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_014", "text": "That is... and then one, one, and one.", "turn_id": 249, "word_count": 8}, {"action": {"confidence": 0.88, "explanation": "Explains that a region is six and must be split among five pieces.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_002", "text": "Yeah, that's, that's what I'm saying. But then, um, yeah, the line down. Okay, so basically, this, this here, is six, and we just have to divide it between all of them. There's five of them.", "turn_id": 250, "word_count": 36}, {"action": {"confidence": 0.9, "explanation": "Assigns one slot a value of three.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_014", "text": "This one is also three. No, this slot. This one is three.", "turn_id": 251, "word_count": 12}, {"action": {"confidence": 0.95, "explanation": "Brief agreement: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Yeah.", "turn_id": 252, "word_count": 1}, {"action": {"confidence": 0.91, "explanation": "Infers a new value: 'So that means this one is... two.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "So that means this one is... two.", "turn_id": 253, "word_count": 7}, {"action": {"confidence": 0.86, "explanation": "Affirms the proposed value enthusiastically.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Yes. Yeah, yeah.", "turn_id": 254, "word_count": 3}, {"action": {"confidence": 0.68, "explanation": "Asks 'Got it?' seeking confirmation that the result/method works.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_014", "text": "Got it?", "turn_id": 255, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "Simple 'Yes.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Yes.", "turn_id": 256, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Another simple 'Yes.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Yes.", "turn_id": 257, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "States directly that 'This is not three.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1040", "text": "This is not three.", "turn_id": 258, "word_count": 4}, {"action": {"confidence": 0.76, "explanation": "Pushes back: 'Yes, it is.' in direct dispute over correctness.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_002", "text": "Yes, it is.", "turn_id": 259, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Asks for the marker to modify the shared drawing.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1040", "text": "This is not three. It's not three. Can I have the marker?", "turn_id": 260, "word_count": 12}, {"action": {"confidence": 0.78, "explanation": "Begins redrawing/recounting the parts as 'one, one, one.'", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1040", "text": "See, if it's... so that's one, one. Wait, wait, wait, one, one, one.", "turn_id": 261, "word_count": 13}, {"action": {"confidence": 0.94, "explanation": "Asks why the piece is not three.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_014", "text": "Hold on, why is it not three?", "turn_id": 262, "word_count": 7}, {"action": {"confidence": 0.73, "explanation": "Continues representing the partition as 'one, one, one.'", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1040", "text": "One, one, one.", "turn_id": 263, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Explains that the region is half of another known piece, so it would be 1.5.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_036", "text": "1.5. This would be 1.5 guys. This is a half of this. If you see on the board, thats's a half of that.", "turn_id": 264, "word_count": 23}, {"action": {"confidence": 0.95, "explanation": "Simple uptake: 'Oh, yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Oh, yeah.", "turn_id": 265, "word_count": 2}, {"action": {"confidence": 0.92, "explanation": "Concludes 'So, it'd be 1.5.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_036", "text": "So, it'd be 1.5.", "turn_id": 266, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Agrees: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Yeah.", "turn_id": 267, "word_count": 1}, {"action": {"confidence": 0.83, "explanation": "Questions whether assigning 1 to a piece is actually valid.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_036", "text": "Are you guys sure this is one?", "turn_id": 268, "word_count": 7}, {"action": {"confidence": 0.82, "explanation": "Expresses doubt that it can be one.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_002", "text": "No wait, I'm not sure cause it can't be one.", "turn_id": 269, "word_count": 10}, {"action": {"confidence": 0.88, "explanation": "Asks how a certain piece could be one.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1040", "text": "How is this one?", "turn_id": 270, "word_count": 4}, {"action": {"confidence": 0.93, "explanation": "States clearly that it cannot be one.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_002", "text": "It can't be one. It can't be one cause then...", "turn_id": 271, "word_count": 10}, {"action": {"confidence": 0.89, "explanation": "States the operation 'Three divided by four.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_014", "text": "Three divided by four.", "turn_id": 272, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Asks for the result/operation 'What's 1.5 divided by two?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_036", "text": "What's 1.5 divided by two?", "turn_id": 273, "word_count": 5}, {"action": {"confidence": 0.69, "explanation": "Brief affirmation: 'Yeah, it's three divided by four.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Yeah, it's three divided by four.", "turn_id": 274, "word_count": 6}, {"action": {"confidence": 0.85, "explanation": "Refuses computation: 'I'm not doing it.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1040", "text": "What's three divided by... I'm not doing it.", "turn_id": 275, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "Reminds peer of their scarecrow role.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_014", "text": "You're a scarecrow.", "turn_id": 276, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Affective self-commentary: 'I don't have it brain.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1040", "text": "Yeah, I don't have it brain", "turn_id": 277, "word_count": 6}, {"action": {"confidence": 0.94, "explanation": "Suggests an easier route: do 1.5 divided by 2 to get one square.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_036", "text": "No, no, no, you don't have to do that. Just do 1.5 divided by two, and that equal one square.", "turn_id": 278, "word_count": 20}, {"action": {"confidence": 0.98, "explanation": "Computes the result: '0.75.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_002", "text": "0.75.", "turn_id": 279, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Maps the computed 0.75 to one square in the figure.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_036", "text": "Yeah, that'd equal one square.", "turn_id": 280, "word_count": 5}, {"action": {"confidence": 0.86, "explanation": "Confirms the result and person: 'He's right, it's 0.75.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "He's right, it's 0.75.", "turn_id": 281, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Asks to hear the decimal value again: '0 point what?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1040", "text": "0 point what?", "turn_id": 282, "word_count": 3}, {"action": {"confidence": 0.92, "explanation": "Repeats the computed value '0.75.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_002", "text": "0.75.", "turn_id": 283, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Clarifies that 0.75 is for each square.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_036", "text": "For each square.", "turn_id": 284, "word_count": 3}, {"action": {"confidence": 0.84, "explanation": "Restates the value assignment to each square as 'seven five.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_002", "text": "Seven, five, each square.", "turn_id": 285, "word_count": 4}, {"action": {"confidence": 0.92, "explanation": "Proposes adding 0.75 and 1.5 to find another piece.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_036", "text": "And then, and then 0.75 plus 1.5. That'd be uh...", "turn_id": 286, "word_count": 10}, {"action": {"confidence": 0.85, "explanation": "Confirms the operation: 'Yes, plus 1.5.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Yes, plus 1.5", "turn_id": 287, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Gives the sum: '2.25.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_036", "text": "2.25.", "turn_id": 288, "word_count": 1}, {"action": {"confidence": 0.88, "explanation": "Uptake that they now have it: 'Okay, there we go.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1040", "text": "Okay, there we go.", "turn_id": 289, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Says 'It doesn't work,' evaluating the result against constraints.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_014", "text": "It doesn't work.", "turn_id": 290, "word_count": 3}, {"action": {"confidence": 0.78, "explanation": "Disagrees with the claim that it doesn't work.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_036", "text": "What? No.", "turn_id": 291, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "Specifies the issue: 'It doesn't equal to 12.'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_014", "text": "It doesn't equal to 12.", "turn_id": 292, "word_count": 5}, {"action": {"confidence": 0.83, "explanation": "Teacher's 'Much better' is evaluative receipt of their work.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Much better.", "turn_id": 293, "word_count": 2}, {"action": {"confidence": 0.84, "explanation": "Asks whether their result is wrong.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1040", "text": "Oh, does it not work?", "turn_id": 294, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Teacher asks what changed and how they decided.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Tell me, what changed. So how did you decide?", "turn_id": 295, "word_count": 9}, {"action": {"confidence": 0.92, "explanation": "Explains they first thought it was one, rejected that, then divided by half and placed values.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_002", "text": "So this one, we thought it was one, but it can't be one because if it was another square, then it'd be equal to four. So we just um... so we got this one, we divided this by half, and then we put them in there, and then this one.", "turn_id": 296, "word_count": 50}, {"action": {"confidence": 0.94, "explanation": "Adds that a region was half of three, so they did three divided by two.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_036", "text": "Was half of three, and then we did three divided by two.", "turn_id": 297, "word_count": 12}, {"action": {"confidence": 0.92, "explanation": "Teacher's 'Awesome, awesome' is brief positive uptake.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Awesome, awesome.", "turn_id": 298, "word_count": 2}, {"action": {"confidence": 0.86, "explanation": "Asks if the current work is wrong.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1040", "text": "Wait, what? This is wrong?", "turn_id": 299, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Directs peers to add the values together.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_014", "text": "Add them together.", "turn_id": 300, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Directs the scarecrow to add them together.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Yeah, let's add them together. Scarecrow, add them together.", "turn_id": 301, "word_count": 9}, {"action": {"confidence": 0.98, "explanation": "Again directs the scarecrow and how to show the work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Scarecrow, add them together. Show your work or not gonna be counted correctly.", "turn_id": 302, "word_count": 13}, {"action": {"confidence": 0.91, "explanation": "Concludes that it works after checking the total.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1040", "text": "Oh, yeah, it works.", "turn_id": 303, "word_count": 4}, {"action": {"confidence": 0.87, "explanation": "Agrees that it works.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Yeah, it works.", "turn_id": 304, "word_count": 3}, {"action": {"confidence": 0.86, "explanation": "Tentatively says 'I think it works,' evaluating fit.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_014", "text": "I mean, I think it works.", "turn_id": 305, "word_count": 6}, {"action": {"confidence": 0.94, "explanation": "Comment about the room being quiet is social, not mathematical.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "Why is it so quiet?", "turn_id": 306, "word_count": 5}, {"action": {"confidence": 0.8, "explanation": "Describes an original idea of dividing all the tiny squares.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_014", "text": "You know what my original thought was? If we just divide all these tiny little squares.", "turn_id": 307, "word_count": 16}, {"action": {"confidence": 0.79, "explanation": "Explains they considered that strategy but rejected it as too much effort.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_002", "text": "Oh yeah, that's what I thought, and I was like no I can't do that, it's gonna take too much time and effort, and I don't have that.", "turn_id": 308, "word_count": 28}, {"action": {"confidence": 0.96, "explanation": "Comment about where they expected to be working is off-task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "I thought we were just gonna be sitting in the big classroom, and just doing that.", "turn_id": 309, "word_count": 16}, {"action": {"confidence": 0.94, "explanation": "Simple 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1040", "text": "Yeah.", "turn_id": 310, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Comment about expecting worksheets is off-task classroom talk.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "I thought they'd both give us sheets.", "turn_id": 311, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "Remarks on paperwork quantity; social commentary.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_014", "text": "That seems like a lot of paper work.", "turn_id": 312, "word_count": 8}, {"action": {"confidence": 0.99, "explanation": "Talk about bringing a school computer is off-task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "Or like, cause I'm supposed to bring my school computer, and I brought it.", "turn_id": 313, "word_count": 14}, {"action": {"confidence": 0.99, "explanation": "Talk about returning the computer is off-task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "I didn't have mine, I was supposed to return it to the school.", "turn_id": 314, "word_count": 13}, {"action": {"confidence": 0.99, "explanation": "Continues off-task computer talk.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "I got mine and yeah.", "turn_id": 315, "word_count": 5}, {"action": {"confidence": 0.8, "explanation": "Teacher asks what they think about their result/work.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "What'd you think?", "turn_id": 316, "word_count": 3}, {"action": {"confidence": 0.91, "explanation": "States the result 'works,' i.e., fits the problem constraints.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_002", "text": "It works.", "turn_id": 317, "word_count": 2}, {"action": {"confidence": 0.86, "explanation": "Teacher explains another group misread a digit and asks whether they see the representational issue.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "The group, group four, over there. Group four was looking at your answer, and they were like there's something wrong. They were really confused, because that top corner to them from a distance looks like a impartial five. Do you see it?", "turn_id": 318, "word_count": 42}, {"action": {"confidence": 0.95, "explanation": "Brief realization: 'Oh.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Oh.", "turn_id": 319, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "Teacher clarifies what the written numeral looks like and what it actually is.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "No, no, no, this looks like a five from a distance. And they said, no, it's got a little tail at the top. So we're good.", "turn_id": 320, "word_count": 26}, {"action": {"confidence": 0.95, "explanation": "Teacher presents this group's work to the class as an interesting case.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Can I have eyeballs over here? This was interesting. So this group over here had this, and then they did this", "turn_id": 321, "word_count": 21}, {"action": {"confidence": 0.73, "explanation": "Teacher 001 adds 'At first, at first' as a brief clarification/uptake.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "At first, at first.", "turn_id": 322, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Teacher asks the class what a specific region has to be.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "At first. But here was their reasoning. This has to be. What does this have to be, right here?", "turn_id": 323, "word_count": 19}, {"action": {"confidence": 0.94, "explanation": "Answers that the pointed-to region is three.", "name": "mapping_representation_to_values"}, "role": "unknown", "speaker_id": "unknown_033", "text": "Three.", "turn_id": 324, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Teacher asks whether the smaller parts can each be one, testing fit.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Three. So can these each be one?", "turn_id": 325, "word_count": 7}, {"action": {"confidence": 0.79, "explanation": "Answers 'No,' rejecting that candidate assignment.", "name": "challenging_or_diagnosing_an_error"}, "role": "unknown", "speaker_id": "unknown_033", "text": "No.", "turn_id": 326, "word_count": 1}, {"action": {"confidence": 0.89, "explanation": "Teacher explains why one each would not make sense and praises the reasoning.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_009", "text": "No, because that would be zero, right? That doesn't make any sense. Yeah, that was really some good thinking that went on there. Scarecrow erase, new scarecrow. Number nine!", "turn_id": 327, "word_count": 29}, {"action": {"confidence": 0.91, "explanation": "Affective exclamation 'Oh!' during transition.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_033", "text": "Oh!", "turn_id": 328, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Student begins from what they already know from the just-previous cake and regrets erasing it.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_002", "text": "Okay, so we already know. Wait, we shouldn't have erased that one.", "turn_id": 329, "word_count": 12}, {"action": {"confidence": 0.87, "explanation": "Agrees they should not have erased the previous helpful case.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_036", "text": "Yeah, we shouldn't have erased that one.", "turn_id": 330, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "Assigns the corner value as 0.75 from the prior work.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_002", "text": "Okay, the corner is 0.75.", "turn_id": 331, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Directs drawing the line down on the figure.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "0.75. The line down, the line down.", "turn_id": 332, "word_count": 7}, {"action": {"confidence": 0.82, "explanation": "Instructs to make another line and links it to a value of three.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1040", "text": "That's three. Make another line, and that's three.", "turn_id": 333, "word_count": 8}, {"action": {"confidence": 0.94, "explanation": "Asks what a particular region is.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_014", "text": "What is this?", "turn_id": 334, "word_count": 3}, {"action": {"confidence": 0.69, "explanation": "Begins to identify what 'this one' is, focusing on meaning of a region/value.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_002", "text": "This one is um...", "turn_id": 335, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Assigns the region the value 2.25.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1040", "text": "Two... 2.25.", "turn_id": 336, "word_count": 2}, {"action": {"confidence": 0.77, "explanation": "Confirms 2.25 and transitions to the next part.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Yeah, 2.25, and then so now we gotta focus on.", "turn_id": 337, "word_count": 10}, {"action": {"confidence": 0.73, "explanation": "Asks 'what's half of?' as they search for the needed operation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1040", "text": "And then what's half of?", "turn_id": 338, "word_count": 5}, {"action": {"confidence": 0.92, "explanation": "Suggests adding all current values first to see what they total.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_002", "text": "Wait, wait, wait, what does all of this add up to?", "turn_id": 339, "word_count": 11}, {"action": {"confidence": 0.86, "explanation": "States 'Half of six, three' as reasoning for a value.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1040", "text": "Half of six, three.", "turn_id": 340, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Directs the group to add all of the values up first.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "No, we have to add all of this up first. Add all of this up.", "turn_id": 341, "word_count": 15}, {"action": {"confidence": 0.91, "explanation": "Assigns a region as six.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1040", "text": "This is six.", "turn_id": 342, "word_count": 3}, {"action": {"confidence": 0.87, "explanation": "Reassigns/clarifies that the regions are three and three.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_002", "text": "No, that's three, that's three.", "turn_id": 343, "word_count": 5}, {"action": {"confidence": 0.88, "explanation": "Questions whether both can be three, testing consistency in the figure.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_002", "text": "Wait, how can that be three, if this is three? This is three.", "turn_id": 344, "word_count": 13}, {"action": {"confidence": 0.85, "explanation": "Insists the value is three.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1040", "text": "Three.", "turn_id": 345, "word_count": 1}, {"action": {"confidence": 0.74, "explanation": "Self-corrects midstream: 'Oh, yeah, wait.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_002", "text": "How can these two? Oh, yeah, wait.", "turn_id": 346, "word_count": 7}, {"action": {"confidence": 0.62, "explanation": "Starts assigning another value: 'And this is 1 point...'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1040", "text": "And this is 1 point...", "turn_id": 347, "word_count": 5}, {"action": {"confidence": 0.73, "explanation": "Confirms 'So, yeah, that's three.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "So, yeah, that's three.", "turn_id": 348, "word_count": 4}, {"action": {"confidence": 0.78, "explanation": "Rejects the prior assignment: 'No, no, that's not...'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1040", "text": "No, no, that's not...", "turn_id": 349, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "States that something is not right.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_002", "text": "Wait, that's not right cause...", "turn_id": 350, "word_count": 5}, {"action": {"confidence": 0.93, "explanation": "Explains it can't be three because the region isn't half yet.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_002", "text": "No, no, it can't be three because it's not half yet. This is not half of it yet.", "turn_id": 351, "word_count": 18}, {"action": {"confidence": 0.87, "explanation": "States two larger regions are each six.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1040", "text": "This is six, and this is six.", "turn_id": 352, "word_count": 7}, {"action": {"confidence": 0.86, "explanation": "Suggests a tentative value: 'I think that's 2.5.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_036", "text": "I think that's 2.5.", "turn_id": 353, "word_count": 4}, {"action": {"confidence": 0.77, "explanation": "Justifies that a region is three because it is half of something.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_014", "text": "No, this is three because this is half of.", "turn_id": 354, "word_count": 9}, {"action": {"confidence": 0.88, "explanation": "Rejects that justification because the figure hasn't reached halfway.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_002", "text": "No, because this one hasn't went half...", "turn_id": 355, "word_count": 7}, {"action": {"confidence": 0.93, "explanation": "Assigns 1.5 and 1.5 to two pieces.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1040", "text": "And this 1.5, 1.5.", "turn_id": 356, "word_count": 4}, {"action": {"confidence": 0.84, "explanation": "Explains again that the region isn't halfway through the 12.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_002", "text": "Because this hasn't went halfway. It's not halfway between the 12.", "turn_id": 357, "word_count": 11}, {"action": {"confidence": 0.69, "explanation": "Directs attention to the picture: 'Yeah, but look at the thing.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1040", "text": "Yeah, but look at the thing.", "turn_id": 358, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Brief realization: 'Oh.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Oh.", "turn_id": 359, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Jokes/complains about not drawing perfectly.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_014", "text": "Do you think I can draw perfectly?", "turn_id": 360, "word_count": 7}, {"action": {"confidence": 0.61, "explanation": "'I forgot. Okay, so that's.' is minimal uptake and reset.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "I forgot. Okay, so that's.", "turn_id": 361, "word_count": 5}, {"action": {"confidence": 0.92, "explanation": "Again assigns 1.5 and 1.5.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1040", "text": "Then 1.5, 1.5.", "turn_id": 362, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Brief agreement: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_036", "text": "Yeah.", "turn_id": 363, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Another brief agreement.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Yeah.", "turn_id": 364, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Proposes adding the values to check the total.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_002", "text": "Wait, so let's add it up.", "turn_id": 365, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "States they are done because it adds up.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_014", "text": "We are done here. It add's up. It does add up.", "turn_id": 366, "word_count": 11}, {"action": {"confidence": 0.9, "explanation": "Agrees that it adds up.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "It does add up.", "turn_id": 367, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Says 'Lemme just check,' explicitly verifying.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_036", "text": "Lemme just check.", "turn_id": 368, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Playful boast about doing math in your head.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "Imagine not being able to do math in your head, big brainers.", "turn_id": 369, "word_count": 12}, {"action": {"confidence": 0.84, "explanation": "Points out that the drawn figure looks unlike the original picture.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1040", "text": "That looks nothing like the picture.", "turn_id": 370, "word_count": 6}, {"action": {"confidence": 0.82, "explanation": "Asks why someone is adding it up.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_014", "text": "Why are you adding it up?", "turn_id": 371, "word_count": 6}, {"action": {"confidence": 0.78, "explanation": "Explains that the mismatch with the picture was causing confusion.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_002", "text": "Why, why doesn't it look anything like the picture? Because you know it was confusing me.", "turn_id": 372, "word_count": 16}, {"action": {"confidence": 0.9, "explanation": "Brief agreement that it is confusing.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_036", "text": "It is confusing", "turn_id": 373, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Says 'gimme that I'm erasing it,' directing board action.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_014", "text": "Okay, gimme that I'm erasing it.", "turn_id": 374, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Tells peer not to erase the numbers.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_036", "text": "Don't, don't erase the numbers.", "turn_id": 375, "word_count": 5}, {"action": {"confidence": 0.73, "explanation": "Explains the source of earlier confusion about the drawing.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_002", "text": "Don't erase it, but, cause I was like so confused.", "turn_id": 376, "word_count": 10}, {"action": {"confidence": 0.94, "explanation": "Adjusts the drawing ('make this fatter') to better match the original.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_014", "text": "Okay, I did not have to, make this fatter. Does that look right to you now?", "turn_id": 377, "word_count": 16}, {"action": {"confidence": 0.78, "explanation": "Answers 'No' to whether the revised drawing looks right.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_002", "text": "No.", "turn_id": 378, "word_count": 1}, {"action": {"confidence": 0.73, "explanation": "Partial approval: 'Kind of, but.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_036", "text": "Kind of, but.", "turn_id": 379, "word_count": 3}, {"action": {"confidence": 0.9, "explanation": "Says the drawing looks better.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "But it looks better.", "turn_id": 380, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Also says it looks better.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_036", "text": "It looks better.", "turn_id": 381, "word_count": 3}, {"action": {"confidence": 0.82, "explanation": "Asks again whether the adjusted drawing now looks right.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_014", "text": "Okay, what about now?", "turn_id": 382, "word_count": 4}, {"action": {"confidence": 0.8, "explanation": "Says it looks fine and tells peer to stop fixing it.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Yeah, it looks fine. Stop fixing it!", "turn_id": 383, "word_count": 7}, {"action": {"confidence": 0.91, "explanation": "Confirms the drawing looks good.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_036", "text": "It's fine. It looks good. It looks good.", "turn_id": 384, "word_count": 8}, {"action": {"confidence": 0.9, "explanation": "Again says it looks much better now.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Yeah, it looks so much better now.", "turn_id": 385, "word_count": 7}, {"action": {"confidence": 0.76, "explanation": "Comment about a line being slanted is representational but mainly aesthetic/affective.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_014", "text": "This one's slanted.", "turn_id": 386, "word_count": 3}, {"action": {"confidence": 0.88, "explanation": "Reassures peer about the drawing quality.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "Oh bro, it's fine. You're good.", "turn_id": 387, "word_count": 6}, {"action": {"confidence": 0.91, "explanation": "Again says it looks fine.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Yeah, it looks fine.", "turn_id": 388, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Teacher instructs one more cake and a new scarecrow.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, one more, one more cake. Scarecrow erase, last scarecrow.", "turn_id": 389, "word_count": 10}, {"action": {"confidence": 0.98, "explanation": "Tells the scarecrow not to erase it.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "No, don't erase it.", "turn_id": 390, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Repeats the direction not to erase because they need it.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_036", "text": "Don't erase it. Don't erase it. We need it.", "turn_id": 391, "word_count": 9}, {"action": {"confidence": 0.76, "explanation": "As scarecrow, student asserts a turn to share an idea.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_014", "text": "Wait, but as scarecrow, I have an idea.", "turn_id": 392, "word_count": 8}, {"action": {"confidence": 0.98, "explanation": "Again tells them not to erase it.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Don't erase it.", "turn_id": 393, "word_count": 3}, {"action": {"confidence": 0.82, "explanation": "States they are changing it.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_036", "text": "We're changing it.", "turn_id": 394, "word_count": 3}, {"action": {"confidence": 0.71, "explanation": "Points to 'that entire square' as the object to consider.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_002", "text": "So, that entire square.", "turn_id": 395, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Affective reaction that it 'looks so fun.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_014", "text": "Wait, that actually looks so fun.", "turn_id": 396, "word_count": 6}, {"action": {"confidence": 0.88, "explanation": "Exclamatory 'What the heck? Wait, wait, wait.' is affective.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "What the heck? Wait, wait, wait.", "turn_id": 397, "word_count": 6}, {"action": {"confidence": 0.94, "explanation": "Suggests subtracting 0.75 from 3 and asks for that result.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1040", "text": "Take 0.75 out of it. 0.75 out of three. What's 0.75 out of three? This is... wait, guys, guys.", "turn_id": 398, "word_count": 19}, {"action": {"confidence": 0.67, "explanation": "Rejects the prior attempt with 'No, that's, that's four.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_002", "text": "No, that's, that's four.", "turn_id": 399, "word_count": 4}, {"action": {"confidence": 0.61, "explanation": "Continues the subtraction idea: '0.75 negative three.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1040", "text": "It would be three. 0.75 negative three.", "turn_id": 400, "word_count": 7}, {"action": {"confidence": 0.93, "explanation": "States the resulting value 'This is 2.25.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1040", "text": "This is 2.25. 2.25.", "turn_id": 401, "word_count": 4}, {"action": {"confidence": 0.59, "explanation": "'First of all' is an interactional preface without substantive math yet.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_014", "text": "First of all.", "turn_id": 402, "word_count": 3}, {"action": {"confidence": 0.84, "explanation": "Explains that several pieces are 2.25 and asks what's left after adding them.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1040", "text": "All of these are three divided by, these are 2.25, and then added together, what's left? That's, that's...", "turn_id": 403, "word_count": 18}, {"action": {"confidence": 0.9, "explanation": "Supplies the remainder as 'Nine.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "Nine.", "turn_id": 404, "word_count": 1}, {"action": {"confidence": 0.87, "explanation": "Confirms the nine: 'That's nine.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1040", "text": "That's nine.", "turn_id": 405, "word_count": 2}, {"action": {"confidence": 0.9, "explanation": "Agrees: 'Yeah, that's nine.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Yeah, that's nine, and then.", "turn_id": 406, "word_count": 5}, {"action": {"confidence": 0.93, "explanation": "States the next operation: 'Divide by four.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_014", "text": "Divide by four.", "turn_id": 407, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Gives the quotient as 0.75.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1040", "text": "That's 75, 0.75.", "turn_id": 408, "word_count": 3}, {"action": {"confidence": 0.76, "explanation": "Briefly agrees with the 0.75 result.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_036", "text": "0.7, yeah.", "turn_id": 409, "word_count": 2}, {"action": {"confidence": 0.91, "explanation": "Comments on this being the fastest solved one; affective reflection.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_014", "text": "Why does it seem like this one's, the one that we solve the fastest?", "turn_id": 410, "word_count": 14}, {"action": {"confidence": 0.93, "explanation": "Says this one is easiest; evaluative/affective.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "Exactly, this one's the easiest one.", "turn_id": 411, "word_count": 6}, {"action": {"confidence": 0.68, "explanation": "'I feel like, yeah' is low-content affective agreement.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "I feel like, yeah.", "turn_id": 412, "word_count": 4}, {"action": {"confidence": 0.78, "explanation": "Expresses confidence: 'I think we got it.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1040", "text": "I think we got it.", "turn_id": 413, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Teacher asks the group to tell their thinking.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Alright, tell me your thinking.", "turn_id": 414, "word_count": 5}, {"action": {"confidence": 0.77, "explanation": "Student explains they cut off edges because those edge pieces corresponded to known 3-valued regions.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1040", "text": "So we, I just cut off the edges of them because there were no edges, because it was three, and without um...", "turn_id": 415, "word_count": 22}, {"action": {"confidence": 0.9, "explanation": "Explains they divided by four to conclude those triangles are all three.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_014", "text": "Okay, we just it divided by four, so three. So these are all three.", "turn_id": 416, "word_count": 14}, {"action": {"confidence": 0.81, "explanation": "Teacher asks whether 'all these' refers to the set of shown triangles.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So all these?", "turn_id": 417, "word_count": 3}, {"action": {"confidence": 0.85, "explanation": "Clarifies that 'all these triangles' are the ones meant.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_014", "text": "Like all these triangles, like this.", "turn_id": 418, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Teacher's 'I gotcha' is brief receipt.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "I gotcha.", "turn_id": 419, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "Suggests drawing lines to split the figure into easier parts.", "name": "decomposing_or_repartitioning_the_structure"}, "role": "student", "speaker_id": "student_014", "text": "They're all three, and then we just, if we did like a line like this, and then like this.", "turn_id": 420, "word_count": 19}, {"action": {"confidence": 0.85, "explanation": "Teacher interprets the decomposition as creating congruent triangles.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "You could create those congruent triangles?", "turn_id": 421, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Simple confirmation: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Yeah.", "turn_id": 422, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Teacher's 'Right, I see it.' is brief uptake.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Right, I see it.", "turn_id": 423, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Explains that 0.75 plus 2.25 equals 3, connecting the small pieces to the known whole.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_036", "text": "If you like, if you um, added 75 plus 225 that'd equal three, right? And that's like.", "turn_id": 424, "word_count": 17}, {"action": {"confidence": 0.73, "explanation": "Teacher interrupts with 'No, wait,' signaling something may need correction or pause.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_001", "text": "No, wait.", "turn_id": 425, "word_count": 2}, {"action": {"confidence": 0.71, "explanation": "Begins to continue the rationale: 'Yeah, so each one has...'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_002", "text": "Yeah, so each one has.", "turn_id": 426, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Teacher asks whether starting here would be harder than building up through previous problems, explicitly invoking prior cases.", "name": "reusing_a_previous_case_or_pattern"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Was, if we started with this problem would it have been harder than us building up to one through ten?", "turn_id": 427, "word_count": 20}, {"action": {"confidence": 0.63, "explanation": "Responds briefly that it would be 'Not, that hard.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Not, that hard.", "turn_id": 428, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Teacher explicitly asks if they used things from the previous problem and prepares them to answer that.", "name": "reusing_a_previous_case_or_pattern"}, "role": "teacher", "speaker_id": "teacher_001", "text": "It would be harder. Did you use things from the previous problem? Alright, that might be a question she asks. So, be ready for the answer, come on group one.", "turn_id": 429, "word_count": 30}], "word_count": 3346}
{"day": 1, "grade_band": "5-6", "session_id": "conv_002", "speaker_count": 12, "speakers": [{"role": "student", "speaker_id": "student_002"}, {"role": "student", "speaker_id": "student_018"}, {"role": "student", "speaker_id": "student_027"}, {"role": "student", "speaker_id": "student_028"}, {"role": "student", "speaker_id": "student_030"}, {"role": "student", "speaker_id": "student_031"}, {"role": "student", "speaker_id": "student_033"}, {"role": "student", "speaker_id": "student_1021"}, {"role": "student", "speaker_id": "student_1040"}, {"role": "teacher", "speaker_id": "teacher_001"}, {"role": "teacher", "speaker_id": "teacher_009"}, {"role": "unknown", "speaker_id": "unknown_033"}], "task_id": "bakers_cake", "task_name": "Baker's Cake", "turn_count": 407, "turns": [{"action": {"confidence": 0.92, "explanation": "Student gives a terse answer, 'It's three,' offering a value for the current cake piece.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_028", "text": "It's three.", "turn_id": 1, "word_count": 2}, {"action": {"confidence": 0.91, "explanation": "Repeats the proposed value 'It's three,' contributing the same tentative answer.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "It's three.", "turn_id": 2, "word_count": 2}, {"action": {"confidence": 0.99, "explanation": "Teacher directs a workspace action: 'Draw the cake.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Draw the cake.", "turn_id": 3, "word_count": 3}, {"action": {"confidence": 0.9, "explanation": "Again states 'It's three,' continuing to put forward the answer.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "It's three.", "turn_id": 4, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "Counts and computes 'Plus three times four is 12,' executing arithmetic to support the answer.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_028", "text": "One, two, three, four. Three, three, three, three. Plus three times four is 12.", "turn_id": 5, "word_count": 14}, {"action": {"confidence": 0.97, "explanation": "Counts by threes 'Three, six, nine, twelve,' performing the multiplication/counting sequence.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_031", "text": "Three, six, nine, twelve.", "turn_id": 6, "word_count": 4}, {"action": {"confidence": 0.78, "explanation": "'We got it. Let's go.' is celebratory/affective rather than adding new math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "We got it. Let's go.", "turn_id": 7, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Student explicitly says they do not understand, signaling need for explanation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_031", "text": "I still don't understand.", "turn_id": 8, "word_count": 4}, {"action": {"confidence": 0.8, "explanation": "'Not me, not me. Please, please.' is about avoiding participation, not math content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Not me, not me. Please, please.", "turn_id": 9, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Asks who should take the role next: 'Do you want to be it?'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_028", "text": "Do you want to be it?", "turn_id": 10, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Teacher frames transition to the next task: 'new cake.'", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Alright, here we go, new cake.", "turn_id": 11, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Teacher orients the class to the next phase: 'Ready for day two?'", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Ready for day two?", "turn_id": 12, "word_count": 4}, {"action": {"confidence": 0.91, "explanation": "Student volunteers for the next turn/role: 'I'll go next.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_031", "text": "I'll go next, I guess.", "turn_id": 13, "word_count": 5}, {"action": {"confidence": 0.7, "explanation": "Teacher's joking remark about wanting 'to do something different today' is social framing, not mathematical.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "He woke up and wanted to do something different today.", "turn_id": 14, "word_count": 10}, {"action": {"confidence": 0.93, "explanation": "Affective reaction: 'It's gunna be easy! Oh!'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "It's gunna be easy! Oh!", "turn_id": 15, "word_count": 5}, {"action": {"confidence": 0.99, "explanation": "Teacher assigns a student to draw: 'scarecrow draw the cake.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, scarecrow draw the cake.", "turn_id": 16, "word_count": 5}, {"action": {"confidence": 0.72, "explanation": "'Oh, it's... oh, I get it.' mainly marks sudden uptake/recognition.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_033", "text": "Oh, it's... oh, I get it.", "turn_id": 17, "word_count": 6}, {"action": {"confidence": 0.99, "explanation": "'Oh my God' is a pure affective reaction.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "Oh my God.", "turn_id": 18, "word_count": 3}, {"action": {"confidence": 0.77, "explanation": "'Don't mind' is a social aside, not mathematical reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "Don't mind.", "turn_id": 19, "word_count": 2}, {"action": {"confidence": 0.9, "explanation": "Again offers the value 'Three.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "Three.", "turn_id": 20, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "'Two of those makes one of that' proposes an equivalence/structure between pieces.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_033", "text": "Two of those makes one of that.", "turn_id": 21, "word_count": 7}, {"action": {"confidence": 0.62, "explanation": "Infers a resulting value/amount: 'there'd be one of this.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "So, there'd be one of this.", "turn_id": 22, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "States 'Three, three,' assigning values to pieces.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_033", "text": "Three, three.", "turn_id": 23, "word_count": 2}, {"action": {"confidence": 0.94, "explanation": "Combines values 'three, three, six,' doing the arithmetic.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_027", "text": "Yeah, three, three, six.", "turn_id": 24, "word_count": 4}, {"action": {"confidence": 0.99, "explanation": "Brief confirmation: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Yeah.", "turn_id": 25, "word_count": 1}, {"action": {"confidence": 0.63, "explanation": "'Or... I don't know' backs away from the current idea, signaling revision/uncertainty.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_027", "text": "Or, or, or, or, or I don't know.", "turn_id": 26, "word_count": 8}, {"action": {"confidence": 0.9, "explanation": "'Invisible line chalk' suggests adding an imagined line to the diagram.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_028", "text": "Invisible line chalk.", "turn_id": 27, "word_count": 3}, {"action": {"confidence": 0.9, "explanation": "Asks whether they should label with dollars, clarifying the meaning/unit of the numbers.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_031", "text": "Shouldn't we be writing dollars?", "turn_id": 28, "word_count": 5}, {"action": {"confidence": 0.59, "explanation": "Responds about how to record it on the shared work: 'I like it like that.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "No, I like it like that.", "turn_id": 29, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Teacher asks for reasoning: 'Why'd you do this?'", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Why'd you do this? Why did we do this one?", "turn_id": 30, "word_count": 10}, {"action": {"confidence": 0.77, "explanation": "Student asks to explain to the teacher, preparing to present the group's reasoning.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_031", "text": "Um, because, can I explain it?", "turn_id": 31, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Teacher grants the floor with 'Yeah, yeah, yeah.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Yeah, yeah, yeah.", "turn_id": 32, "word_count": 3}, {"action": {"confidence": 0.72, "explanation": "Begins the explanation of why the representation works: 'Because this part is um...'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_031", "text": "Because this part is um...", "turn_id": 33, "word_count": 5}, {"action": {"confidence": 0.85, "explanation": "Supplies the value 'Three' during the explanation.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_028", "text": "Three.", "turn_id": 34, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Explains the invisible-line logic and why 3+3=6 for those pieces.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_031", "text": "Three and three. So those two, and then this is... three plus three equals six and just that's the invisible line.", "turn_id": 35, "word_count": 21}, {"action": {"confidence": 0.99, "explanation": "Teacher goes on a humorous off-task tangent about retiring and working at Costco.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "I like that. I like your thinking. One day, when I retire, when I retire, I want to work at Costco because I feel like I could do the receipts and like the smiley face at the end.", "turn_id": 36, "word_count": 38}, {"action": {"confidence": 0.97, "explanation": "Responds socially: 'It's so fun.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "It's so fun.", "turn_id": 37, "word_count": 3}, {"action": {"confidence": 0.99, "explanation": "Teacher continues the off-task Costco/teaching comparison.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "And it'd be easier than teaching.", "turn_id": 38, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Student debates the off-task topic of job difficulty.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "What, how is that easier than teaching?", "turn_id": 39, "word_count": 7}, {"action": {"confidence": 0.99, "explanation": "Teacher continues that same social conversation.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Working at Costco is easier than teaching.", "turn_id": 40, "word_count": 7}, {"action": {"confidence": 0.99, "explanation": "Student replies socially, not mathematically.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "No, it's not.", "turn_id": 41, "word_count": 3}, {"action": {"confidence": 0.93, "explanation": "Brief uptake: 'Oh, yeah.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Oh, yeah.", "turn_id": 42, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Claims the classroom role: 'I'm the scarecrow.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_028", "text": "I'm the scarecrow.", "turn_id": 43, "word_count": 3}, {"action": {"confidence": 0.89, "explanation": "Repeats/accepts the role assignment: 'You're the scarecrow.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "You're the scarecrow.", "turn_id": 44, "word_count": 3}, {"action": {"confidence": 0.89, "explanation": "Continues assigning roles: 'And then you are.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_028", "text": "And then you are.", "turn_id": 45, "word_count": 4}, {"action": {"confidence": 0.88, "explanation": "Refuses the role emotionally: 'No! I don't want to be the scarecrow.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "No! I don't want to be the scarecrow.", "turn_id": 46, "word_count": 8}, {"action": {"confidence": 0.99, "explanation": "Teacher directs passing the marker to a new drawer.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Hand the marker to a new scarecrow.", "turn_id": 47, "word_count": 7}, {"action": {"confidence": 0.86, "explanation": "Teacher cues the start of the next round: 'Are you ready?'", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Are you ready?", "turn_id": 48, "word_count": 3}, {"action": {"confidence": 0.87, "explanation": "'Here we go' marks transition into the next task.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Here we go.", "turn_id": 49, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Student says the new cake is 'the same thing,' explicitly linking to the previous case.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_033", "text": "Oh, this is the same, it's the same thing. It's the same thing. It's just like, it's the same thing.", "turn_id": 50, "word_count": 20}, {"action": {"confidence": 0.93, "explanation": "Directly disputes the claim: 'It's not the same thing.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_027", "text": "It's not the same thing.", "turn_id": 51, "word_count": 5}, {"action": {"confidence": 0.72, "explanation": "Brief agreement with the prior claim: 'Yeah, it is!'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "Yeah, it is!", "turn_id": 52, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Connects this diagram to the earlier half-cake case: 'It's still one half. It's just diagonal.'", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_033", "text": "It's still one half. It's just diagonal, all right, so if you.", "turn_id": 53, "word_count": 12}, {"action": {"confidence": 0.93, "explanation": "Again rejects the structural equivalence claim.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_027", "text": "It's not the same thing.", "turn_id": 54, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Justifies why the diagonal version is equivalent using halves.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_033", "text": "Yes, it is, bro, because this is half and these are two. So, so, if these are cut in half it'd be two halves because this one is.", "turn_id": 55, "word_count": 28}, {"action": {"confidence": 0.81, "explanation": "Expresses confusion and asks the group to pause: 'wait no... I'm confused.'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_027", "text": "No, no, wait no. Look, oh wait no I'm confused.", "turn_id": 56, "word_count": 10}, {"action": {"confidence": 0.94, "explanation": "Suggests who should take the scarecrow role.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_033", "text": "Why don't you just be the scarecrow then?", "turn_id": 57, "word_count": 8}, {"action": {"confidence": 0.94, "explanation": "Offers a value inference: 'the other half... has to be six.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "No, I'm not being the scarecrow. So, the other half, this has to be six.", "turn_id": 58, "word_count": 15}, {"action": {"confidence": 0.72, "explanation": "Short agreement: 'Yeah, it's the same thing.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Yeah, it's the same thing.", "turn_id": 59, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Rejects the idea: 'No, it can't.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_027", "text": "No, it can't, it can't be.", "turn_id": 60, "word_count": 6}, {"action": {"confidence": 0.83, "explanation": "Restates and justifies the equivalence: 'It's just diagonal.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_033", "text": "It is the same thing. It's just diagonal.", "turn_id": 61, "word_count": 8}, {"action": {"confidence": 0.88, "explanation": "Continues objecting that the interpretation cannot be right.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_027", "text": "No, it can't be.", "turn_id": 62, "word_count": 4}, {"action": {"confidence": 0.67, "explanation": "Briefly sides with previous speakers: 'It's the same thing.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "It's the same thing.", "turn_id": 63, "word_count": 4}, {"action": {"confidence": 0.67, "explanation": "Repetition of agreement with the same-thing interpretation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_033", "text": "It's the same thing.", "turn_id": 64, "word_count": 4}, {"action": {"confidence": 0.64, "explanation": "Evaluates based on visual fit: 'It doesn't look the same.'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_027", "text": "It doesn't look the same.", "turn_id": 65, "word_count": 5}, {"action": {"confidence": 0.7, "explanation": "Tests the interpretation against the diagram's appearance: one side looks bigger.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_027", "text": "It just looks... the one on the side looks bigger.", "turn_id": 66, "word_count": 10}, {"action": {"confidence": 0.84, "explanation": "Clarifies the rationale again: same structure, just diagonal.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_031", "text": "It's the same thing, but diagonal.", "turn_id": 67, "word_count": 6}, {"action": {"confidence": 0.89, "explanation": "Asks the peer to clarify which side 'looks bigger.'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1021", "text": "The one on that side looks bigger?", "turn_id": 68, "word_count": 7}, {"action": {"confidence": 0.77, "explanation": "Continues evaluating whether the pieces really match: 'I just don't think they're the same.'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_027", "text": "Yeah, I just don't think they're the same.", "turn_id": 69, "word_count": 8}, {"action": {"confidence": 0.64, "explanation": "Signals a plan to proceed: 'Oh, this is easy. Okay, so.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_027", "text": "Oh, this is easy. Okay, so.", "turn_id": 70, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Maps a region to a fraction: 'That's a fourth.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_033", "text": "That's a fourth.", "turn_id": 71, "word_count": 3}, {"action": {"confidence": 0.65, "explanation": "Begins assigning a value to 'This is...' on the diagram.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_027", "text": "This is.", "turn_id": 72, "word_count": 2}, {"action": {"confidence": 0.82, "explanation": "Assigns repeated values to pieces: 'Three, three, three.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_033", "text": "Three, three, three.", "turn_id": 73, "word_count": 3}, {"action": {"confidence": 0.86, "explanation": "Maps two indicated pieces to value 3.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_028", "text": "That's three. That's three.", "turn_id": 74, "word_count": 4}, {"action": {"confidence": 0.61, "explanation": "Continues pointing to and valuing a part: 'This is.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_027", "text": "This is.", "turn_id": 75, "word_count": 2}, {"action": {"confidence": 0.74, "explanation": "Suggests 'Three and then eight,' offering tentative piece values.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_031", "text": "Three and then eight.", "turn_id": 76, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Commits to a value: 'This is nine. This has to be nine.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "This is nine. This has to be nine.", "turn_id": 77, "word_count": 8}, {"action": {"confidence": 0.78, "explanation": "Retracts prior statement: 'Oh wait, sorry.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_031", "text": "Oh wait, sorry.", "turn_id": 78, "word_count": 3}, {"action": {"confidence": 0.52, "explanation": "'And then...' while preparing the next diagram step indicates continuing the representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_027", "text": "And then, and then, and then.", "turn_id": 79, "word_count": 6}, {"action": {"confidence": 0.86, "explanation": "'That's it' briefly confirms the step.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_033", "text": "That's it.", "turn_id": 80, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "Suggests adding an 'Invisible line' to the drawing.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_027", "text": "Invisible line.", "turn_id": 81, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "Adds the same workspace move: 'And then invisible line.'", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_028", "text": "And then invisible line.", "turn_id": 82, "word_count": 4}, {"action": {"confidence": 0.92, "explanation": "Checks whether the drawn split is actually even.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_028", "text": "Okay, that's not even even.", "turn_id": 83, "word_count": 5}, {"action": {"confidence": 0.84, "explanation": "Claims the partition is even.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_027", "text": "It's even.", "turn_id": 84, "word_count": 2}, {"action": {"confidence": 0.89, "explanation": "Directly rejects that claim: 'Nuh uh.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_028", "text": "Nuh uh.", "turn_id": 85, "word_count": 2}, {"action": {"confidence": 0.92, "explanation": "Suggests changing the drawing by removing the line.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_033", "text": "Let's just get rid of that line.", "turn_id": 86, "word_count": 7}, {"action": {"confidence": 0.91, "explanation": "Social joking about being mean and being the scarecrow.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Why are you so mean? I'm the scarecrow. Wait, I'm the scarecrow. Haha, not you. I'm the scarecrow.", "turn_id": 87, "word_count": 18}, {"action": {"confidence": 0.97, "explanation": "Teacher asks what fraction the little piece is to interpret why it equals 3.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Alright, so, now everybody's getting pretty fast. How did you know that little piece is three?", "turn_id": 88, "word_count": 16}, {"action": {"confidence": 0.97, "explanation": "'Because we're smart' is playful/affective rather than mathematical explanation.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "Because we're smart.", "turn_id": 89, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Teacher again asks for the meaning of the piece: 'How much of the cake is it?'", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, how do you know that little piece is three? How much of the cake is it?", "turn_id": 90, "word_count": 17}, {"action": {"confidence": 0.98, "explanation": "Maps the piece to the fraction 'A fourth.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_030", "text": "A fourth.", "turn_id": 91, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "Teacher asks students to explain how they got 9.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "It's a fourth of the cake. Exactly, that's a fourth. Tell me how you got the nine. Tell me how you got the nine. Yeah.", "turn_id": 92, "word_count": 25}, {"action": {"confidence": 0.96, "explanation": "Student explains from one-fourth equals 3 to why the remaining part is 9 and sums to 12.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "Okay, so, so, if we do, if we know that's one fourth of it, and so, you do minus 12 by three. So you get nine because that's three and that's nine. Add them, that'll be 12.", "turn_id": 93, "word_count": 37}, {"action": {"confidence": 0.9, "explanation": "Teacher invites alternative explanations: 'Anybody think it differently?'", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, anybody think it differently?", "turn_id": 94, "word_count": 5}, {"action": {"confidence": 0.99, "explanation": "Teacher directs erasing and getting a new scarecrow for the next problem.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, scarecrow erase, new scarecrow. Here we go. Oh, these get harder, believe me.", "turn_id": 95, "word_count": 14}, {"action": {"confidence": 0.71, "explanation": "Compares the new cake to previous ones: 'same thing... but no, not the same thing.'", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_027", "text": "It's same thing, same thing. But no, not the same thing.", "turn_id": 96, "word_count": 11}, {"action": {"confidence": 0.83, "explanation": "Brief agreement with the correction: 'Yeah, you're right, it's not.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Yeah, you're right, it's not.", "turn_id": 97, "word_count": 5}, {"action": {"confidence": 0.93, "explanation": "Suggests a recurring structure: 'there's always a three.'", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_031", "text": "Well there's, I feel like there's always a three.", "turn_id": 98, "word_count": 9}, {"action": {"confidence": 0.9, "explanation": "Lays out a calculation path from 3 to 9 and then to 4.5 for each half-part.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "So, that's three over here. So put the three over here, and this in total is nine, nine divided by two, which is 4.5. So you put, wait no, no, no, not.", "turn_id": 99, "word_count": 32}, {"action": {"confidence": 0.97, "explanation": "Offers '$4.50' as the tentative value.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_031", "text": "$4.50. $4.50.", "turn_id": 100, "word_count": 2}, {"action": {"confidence": 0.68, "explanation": "Immediately withdraws agreement: 'Yeah, no.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_027", "text": "Yeah, no.", "turn_id": 101, "word_count": 2}, {"action": {"confidence": 0.85, "explanation": "Starts revising '$4.50' with 'Wait no $3...'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_031", "text": "Wait no $3...", "turn_id": 102, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "'What?' asks for clarification of the prior claim.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_028", "text": "What?", "turn_id": 103, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Restates '$4.50' as the proposed answer.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_031", "text": "Yeah, $4.50.", "turn_id": 104, "word_count": 2}, {"action": {"confidence": 0.7, "explanation": "'Wait' marks need to stop and clarify before proceeding.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_027", "text": "Wait.", "turn_id": 105, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Repeats '$4.50' several times, strongly proposing the value.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_031", "text": "$4.50. $4.50. $4.50.", "turn_id": 106, "word_count": 3}, {"action": {"confidence": 0.85, "explanation": "Briefly accepts the numerical form: 'Yeah, 4.5.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "Yeah, 4.5.", "turn_id": 107, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "Affective reaction: 'Oh my God.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_031", "text": "Oh my God.", "turn_id": 108, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Checks that the parts would total 12.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_027", "text": "And then that'd be 12 total.", "turn_id": 109, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Teacher asks what the written number '$4.50' represents.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, freeze please... We know that little corner is three. We've had that a lot right? This group was fast. They wrote 3, 4.5, 4.5. What kind of, what is that $4.05? What is that?", "turn_id": 110, "word_count": 35}, {"action": {"confidence": 0.75, "explanation": "Student simply corrects/clarifies the reading to '$4.50.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "$4.50", "turn_id": 111, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Teacher asks how they knew 4.50 so quickly.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, $4.50. Oh, okay. How did you know it was 4.50 so quickly? How did you guys know?", "turn_id": 112, "word_count": 18}, {"action": {"confidence": 0.98, "explanation": "States the operation used: 'Divide nine by two.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_002", "text": "Divide nine by two.", "turn_id": 113, "word_count": 4}, {"action": {"confidence": 0.86, "explanation": "Teacher receives and affirms the explanation, then moves on.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Divided nine by two. Okay, so the nine that was here before, fantastic. Alright, scarecrow erase.", "turn_id": 114, "word_count": 16}, {"action": {"confidence": 0.93, "explanation": "Student announces role change: 'New scarecrow.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "New scarecrow.", "turn_id": 115, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "Teacher frames the next item as a 'harder problem.'", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Alright new scarecrow, harder problem.", "turn_id": 116, "word_count": 5}, {"action": {"confidence": 0.92, "explanation": "Suggests the half is 6: 'that we know is six.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "Okay so, okay so, put that in half. So, that we know is six.", "turn_id": 117, "word_count": 14}, {"action": {"confidence": 0.94, "explanation": "Disputes the proposed 6: 'That's not six, it's nine.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_031", "text": "That's not six, it's nine.", "turn_id": 118, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Reasserts the value 'That's six.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "That's six.", "turn_id": 119, "word_count": 2}, {"action": {"confidence": 0.84, "explanation": "Questions if the partition is even, evaluating the claim.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_031", "text": "Wait, no that's not even.", "turn_id": 120, "word_count": 5}, {"action": {"confidence": 0.82, "explanation": "Self-corrects and accepts the 6 after doubt: 'Yeah, that is six.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_031", "text": "Yeah, that is six.", "turn_id": 121, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Justifies 6 by identifying the region as a half.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_033", "text": "Cause that's a half, that is six. That's six.", "turn_id": 122, "word_count": 9}, {"action": {"confidence": 0.82, "explanation": "Brief confirmation: 'That's six.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "That's six.", "turn_id": 123, "word_count": 2}, {"action": {"confidence": 0.8, "explanation": "Emphatic repetition 'Six!' confirms the value.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "Six!", "turn_id": 124, "word_count": 1}, {"action": {"confidence": 0.99, "explanation": "Affective complaint unrelated to math: 'Ouch, my ears.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "Ouch, my ears. I'm deaf.", "turn_id": 125, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "Social comment about hearing/sign language, not math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "No you are not. What does that mean?", "turn_id": 126, "word_count": 8}, {"action": {"confidence": 0.99, "explanation": "Asks about sign language; off-task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_031", "text": "Oh, you know sign language?", "turn_id": 127, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Responds 'Yeah' in the off-task sign-language exchange.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "Yeah.", "turn_id": 128, "word_count": 1}, {"action": {"confidence": 0.99, "explanation": "Continues off-task conversation about sign language knowledge.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_031", "text": "So do I. I know that alphabet.", "turn_id": 129, "word_count": 7}, {"action": {"confidence": 0.99, "explanation": "More off-task talk about 'secret language.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "I don't know sign language. Secret language. What's this?", "turn_id": 130, "word_count": 9}, {"action": {"confidence": 0.99, "explanation": "Answers the sign-language question: 'This is E.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_031", "text": "This is E.", "turn_id": 131, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Repeats 'E' in the same off-task exchange.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "E.", "turn_id": 132, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Offers values 'four and two' and checks they sum to 12.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_033", "text": "That can be four and that's two, because six plus four is ten plus two is 12.", "turn_id": 133, "word_count": 17}, {"action": {"confidence": 0.88, "explanation": "Accepts the proposed values: 'Yeah!'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "Wait, four, two, that's 12. Yeah!", "turn_id": 134, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "Explains why 4 and 2 work by recombining to 6 and then 12.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "So, four plus two equals six, which equals the half. Add another half equals 12.", "turn_id": 135, "word_count": 15}, {"action": {"confidence": 0.85, "explanation": "Teacher notes not everyone has the same answer, signaling a correctness check.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, now, this time, this cake was a little tricker, and everybody does not have the same answer.", "turn_id": 136, "word_count": 18}, {"action": {"confidence": 0.86, "explanation": "'Really?' requests clarification about the teacher's statement.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_031", "text": "Really?", "turn_id": 137, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher directs attention to the key constraint: the fractional parts of the cake.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "I want you to think about the fractional parts of the cake.", "turn_id": 138, "word_count": 12}, {"action": {"confidence": 0.75, "explanation": "'We're getting closer' is evaluative uptake rather than new content.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "We're getting closer.", "turn_id": 139, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Teacher explicitly states two answers are correct and two are incorrect.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Two are correct and two are incorrect.", "turn_id": 140, "word_count": 7}, {"action": {"confidence": 0.86, "explanation": "Teacher echoes the correctness status just stated.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, so two are correct and two are incorrect.", "turn_id": 141, "word_count": 9}, {"action": {"confidence": 0.81, "explanation": "Student compares answers across groups to evaluate consistency.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_027", "text": "Wait, those two are the same, and these two.", "turn_id": 142, "word_count": 9}, {"action": {"confidence": 0.82, "explanation": "Also compares which answers match and which do not.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "They don't match and we don't match. They match but, we don't.", "turn_id": 143, "word_count": 12}, {"action": {"confidence": 0.99, "explanation": "Teacher tells students to come over and discuss the two answers.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, I want all of you to come over here for a second and talk about their answer and your answer.", "turn_id": 144, "word_count": 21}, {"action": {"confidence": 0.99, "explanation": "Repeats the direction to gather and talk about answers.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "I want all of you, I want all of you to come over here and talk about your answer and their answer. Come on.", "turn_id": 145, "word_count": 24}, {"action": {"confidence": 0.61, "explanation": "Student protests participation status: 'we don't really have an answer.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1040", "text": "But we don't really have an answer.", "turn_id": 146, "word_count": 7}, {"action": {"confidence": 0.85, "explanation": "Teacher briefly insists: 'You did.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "You did.", "turn_id": 147, "word_count": 2}, {"action": {"confidence": 0.85, "explanation": "Teacher confirms they had an answer.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "You had an answer.", "turn_id": 148, "word_count": 4}, {"action": {"confidence": 0.84, "explanation": "Teacher repeats the confirmation.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "You did.", "turn_id": 149, "word_count": 2}, {"action": {"confidence": 0.92, "explanation": "Teacher directs the group to use the answer they had.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "We're gunna go with what you had.", "turn_id": 150, "word_count": 7}, {"action": {"confidence": 0.73, "explanation": "Teacher corrects what answer had been considered when saying 'two and two.'", "name": "revising_the_method_or_answer"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Wait, that wasn't what you had, when I was saying two and two.", "turn_id": 151, "word_count": 13}, {"action": {"confidence": 0.94, "explanation": "Student chooses who goes next.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "Who's next? Um, you.", "turn_id": 152, "word_count": 4}, {"action": {"confidence": 0.99, "explanation": "Teacher instructs the scarecrow to draw the cake.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, draw that cake.", "turn_id": 153, "word_count": 4}, {"action": {"confidence": 0.8, "explanation": "Student claims to know the value of the bottom one.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_031", "text": "I know what that bottom one is.", "turn_id": 154, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "States 'The bottom one is six.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_028", "text": "The bottom one is six.", "turn_id": 155, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "'Yep' confirms the prior value.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "Yep.", "turn_id": 156, "word_count": 1}, {"action": {"confidence": 0.75, "explanation": "'Oh, sorry, sorry' is social repair/receipt.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "Oh, sorry, sorry.", "turn_id": 157, "word_count": 3}, {"action": {"confidence": 0.71, "explanation": "Begins laying out a method: 'Okay, if we have...'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_028", "text": "Okay, I know something. Okay, if we have.", "turn_id": 158, "word_count": 8}, {"action": {"confidence": 0.87, "explanation": "Reminds the peer of role restrictions: 'You're not the scarecrow.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "You're not the scarecrow.", "turn_id": 159, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Explains a partitioning idea with little lines and 1.5 + 1.5 = 3.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_028", "text": "Little lines right here. It would be split in half. So it would be 1.5 because 1.5 plus 1.5 is three, and this would be like a quarter so it would be three.", "turn_id": 160, "word_count": 33}, {"action": {"confidence": 0.9, "explanation": "'I'm confused' signals need for further explanation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_033", "text": "I'm confused.", "turn_id": 161, "word_count": 2}, {"action": {"confidence": 0.68, "explanation": "Starts a tentative value assignment: 'I'm guessing this is...'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_028", "text": "I'm guessing this is. So this would be.", "turn_id": 162, "word_count": 8}, {"action": {"confidence": 0.93, "explanation": "Works through how 1.5s combine to make 4.5, explaining the structure.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "No, if that's 1.5 and these are also 1.5. So, 1.5, 1.5 that's three. So, that's 1.5 and 4.5. This is 1.5, 1.5. It's 4.5.", "turn_id": 163, "word_count": 25}, {"action": {"confidence": 0.85, "explanation": "Performs the arithmetic, briefly misstates then corrects 1.5+1.5.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_031", "text": "1.5 plus 1.5 equals 3.5. Wait, just three.", "turn_id": 164, "word_count": 8}, {"action": {"confidence": 0.89, "explanation": "Adds another 1.5 as part of the calculation.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_027", "text": "And plus another 1.5.", "turn_id": 165, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Concludes the value is 4.5.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_031", "text": "Yeah, 4.5.", "turn_id": 166, "word_count": 2}, {"action": {"confidence": 0.93, "explanation": "Repeats '4.5' as the answer.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "4.5.", "turn_id": 167, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Introduces a check: 'And to check, 4.5 plus 1.5.'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_027", "text": "And to check, 4.5 plus 1.5.", "turn_id": 168, "word_count": 6}, {"action": {"confidence": 0.94, "explanation": "Completes the check by stating the sum 'is six.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_028", "text": "Is six.", "turn_id": 169, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "Finishes checking that six plus six equals 12.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_027", "text": "Which is six. Six plus six equals 12.", "turn_id": 170, "word_count": 8}, {"action": {"confidence": 0.88, "explanation": "Notes this case is 'the same thing' as a prior one.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_031", "text": "So that's the same thing.", "turn_id": 171, "word_count": 5}, {"action": {"confidence": 0.87, "explanation": "Brief agreement: 'Basically.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Basically.", "turn_id": 172, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Teacher asks the group for their result: 'What'd we get?'", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "What'd we get?", "turn_id": 173, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Student gives a full explanation of their reasoning and checking to the teacher.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_027", "text": "We got 1.5 here and 4.5 here, because we separated here. So this has to be three. So 1.5 here, 1.5 here. So, that means 1.5 here and 1.5 here and 1.5 here. That's 1.5 times three, which is 4.5. So, that has to be 1.5, that's 4.5, and that's six. To check, we added these two to six, and six plus six is equals 12.", "turn_id": 174, "word_count": 66}, {"action": {"confidence": 0.98, "explanation": "Teacher explicitly links this problem to the last one.", "name": "reusing_a_previous_case_or_pattern"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So, it's a lot like the last problem.", "turn_id": 175, "word_count": 8}, {"action": {"confidence": 0.99, "explanation": "Brief agreement: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Yeah.", "turn_id": 176, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher asks students to see this space as like the last problem.", "name": "reusing_a_previous_case_or_pattern"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Because isn't this space like the last one?", "turn_id": 177, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "Student notes it actually was the last one.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_033", "text": "I think this was the last one.", "turn_id": 178, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "Teacher emphasizes the analogy between the little pieces across problems.", "name": "reusing_a_previous_case_or_pattern"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Well, yeah, it was, but you guys. Remember these were not correct numbers, but remember this little piece is very much like this little piece.", "turn_id": 179, "word_count": 25}, {"action": {"confidence": 0.73, "explanation": "Student accepts the analogy with a small elaboration: 'Yeah, but on the top.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "Yeah, but on the top.", "turn_id": 180, "word_count": 5}, {"action": {"confidence": 0.79, "explanation": "Teacher's 'It's crazy. You never knew.' is light affective commentary.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Yeah. Yeah. It's crazy. You never knew.", "turn_id": 181, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Student describes where to place squares/rectangles in the next drawing.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_027", "text": "Wait, I already, I already know it. So, square. Wait so, square right here, square right here. There's a long one right here, tall box right here, rectangular box right here, and there's... oh wait. And then there's.", "turn_id": 182, "word_count": 38}, {"action": {"confidence": 0.95, "explanation": "Suggests adding a line to the figure.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_031", "text": "Just write a line there.", "turn_id": 183, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Questions whether the drawn line makes an even partition.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_027", "text": "So then, there's a line. Wait no, that's not even.", "turn_id": 184, "word_count": 10}, {"action": {"confidence": 0.89, "explanation": "'It's ok.' is minimal reassurance/uptake.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_033", "text": "It's ok.", "turn_id": 185, "word_count": 2}, {"action": {"confidence": 0.91, "explanation": "'It's fine' similarly just accepts the current drawing.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "It's fine.", "turn_id": 186, "word_count": 2}, {"action": {"confidence": 0.88, "explanation": "Adjusts the line placement: 'The line should be like right here.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_027", "text": "The line should be like right here.", "turn_id": 187, "word_count": 7}, {"action": {"confidence": 0.82, "explanation": "Tells peer to leave it; minimal coordination/acceptance.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "It's fine, just let it be.", "turn_id": 188, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Maps a region to value 3: 'So, this would be three.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_028", "text": "So, this would be three.", "turn_id": 189, "word_count": 5}, {"action": {"confidence": 0.91, "explanation": "Explains from the two 3s to why another region is 1.5.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "Three over here and three over here. So then, this is all, if this is all three then that means this is 1.5.", "turn_id": 190, "word_count": 23}, {"action": {"confidence": 0.9, "explanation": "Points out why 1.5 would be wrong given the structure.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_028", "text": "No because that would be two. If it was 1.5 then there would only have to be two because.", "turn_id": 191, "word_count": 19}, {"action": {"confidence": 0.94, "explanation": "Asks the peer to explain: 'How would it be two?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_027", "text": "How would it be two?", "turn_id": 192, "word_count": 5}, {"action": {"confidence": 0.75, "explanation": "Begins the rationale: 'If this would be three...'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_028", "text": "If this would be three...", "turn_id": 193, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Assigns a piece the value 1.5.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_031", "text": "This is 1.5.", "turn_id": 194, "word_count": 3}, {"action": {"confidence": 0.83, "explanation": "Confirms 'Yea, this is 1.5 already.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Yea, this is 1.5 already.", "turn_id": 195, "word_count": 5}, {"action": {"confidence": 0.8, "explanation": "Tentatively maps subparts to ones: 'This is one, one, and one.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_031", "text": "This is one, one, and one.", "turn_id": 196, "word_count": 6}, {"action": {"confidence": 0.9, "explanation": "Checks whether the piece's value is 1.5.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_028", "text": "No, 1.5. This is 1.5 right?", "turn_id": 197, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Brief confirmation: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "Yeah.", "turn_id": 198, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Asks what exactly 1.5 refers to: all together or one piece.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_027", "text": "All this together or by itself?", "turn_id": 199, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "Clarifies the meaning: the two together are 1.5.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_028", "text": "No, these two together are 1.5.", "turn_id": 200, "word_count": 6}, {"action": {"confidence": 0.92, "explanation": "Asks for the next value: 'So this would be what?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_031", "text": "So this would be what?", "turn_id": 201, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Proposes the operation '1.5 divided by two.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_028", "text": "1.5 divided by two.", "turn_id": 202, "word_count": 4}, {"action": {"confidence": 0.96, "explanation": "'Wait, I'm confused, what?' requests clarification.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_027", "text": "Wait, I'm confused, what?", "turn_id": 203, "word_count": 4}, {"action": {"confidence": 0.86, "explanation": "Repeats '1.5 divided by two?' to confirm the intended step.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_027", "text": "1.5 divided by two?", "turn_id": 204, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Explains why the two pieces together are 1.5 based on half of 3.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_028", "text": "No, because this would, these two would be 1.5 because if we add these two it would be three, and half of three is 1.5. So these two would be 1.5.", "turn_id": 205, "word_count": 31}, {"action": {"confidence": 0.97, "explanation": "Computes one of them as 0.75.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_027", "text": "So then, one of them would be 0.75.", "turn_id": 206, "word_count": 8}, {"action": {"confidence": 0.98, "explanation": "Brief confirmation: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Yeah.", "turn_id": 207, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Assigns 0.75 to multiple corresponding pieces.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_027", "text": "So, 0.75, 0.75. That means this also has to be 0.75.", "turn_id": 208, "word_count": 11}, {"action": {"confidence": 0.94, "explanation": "Confirms the mapping: 'Yeah, exactly.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "Yeah, exactly.", "turn_id": 209, "word_count": 2}, {"action": {"confidence": 0.78, "explanation": "Suggests the next step is to add another piece to 0.75.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_028", "text": "If this would be 0.75... and we'd have add this one to it.", "turn_id": 210, "word_count": 13}, {"action": {"confidence": 0.74, "explanation": "References the line placement and piece location in the diagram.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_027", "text": "Plus this, which is right here. Wait, this line is supposed to be up here though.", "turn_id": 211, "word_count": 16}, {"action": {"confidence": 0.97, "explanation": "Suggests redrawing the figure: 'Let's just draw this again.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_027", "text": "Let's just draw this again.", "turn_id": 212, "word_count": 5}, {"action": {"confidence": 0.77, "explanation": "Adds a direction about how to redraw it: 'And even this time.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_033", "text": "And even this time.", "turn_id": 213, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "'It's good enough' accepts the current drawing.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "It's good enough.", "turn_id": 214, "word_count": 3}, {"action": {"confidence": 0.93, "explanation": "Suggests a possible half split on the drawing.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_027", "text": "Half like this?", "turn_id": 215, "word_count": 3}, {"action": {"confidence": 0.93, "explanation": "Rejects the proposed partition because the squares are not equal.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_028", "text": "No square's are not equal.", "turn_id": 216, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "'Oh.' is simple receipt of the correction.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "Oh.", "turn_id": 217, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Directs how to split the figure: 'just split it in half.'", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_031", "text": "So, just split it in half.", "turn_id": 218, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Continues directing the drawing: 'And then split it in half.'", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_028", "text": "And then split it in half. No, and then.", "turn_id": 219, "word_count": 9}, {"action": {"confidence": 0.96, "explanation": "Specifies splitting a particular part in half.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_031", "text": "And split this part in half.", "turn_id": 220, "word_count": 6}, {"action": {"confidence": 0.87, "explanation": "Objects that the proposed split is not correct: 'No, that's not.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_028", "text": "No, that's not.", "turn_id": 221, "word_count": 3}, {"action": {"confidence": 0.86, "explanation": "Directs the peer through several drawing moves: 'Do that, that, that.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_031", "text": "Yeah, that's what it is, and then draw. Do that, that, that.", "turn_id": 222, "word_count": 12}, {"action": {"confidence": 0.95, "explanation": "Adds another line to the figure.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_027", "text": "And then, there's a line right here.", "turn_id": 223, "word_count": 7}, {"action": {"confidence": 0.98, "explanation": "Simple confirmation: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "Yeah.", "turn_id": 224, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Describes placing boxes and a line in the refined drawing.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_027", "text": "And then, there's two boxes right here and a box right here. There! Wait, no.", "turn_id": 225, "word_count": 15}, {"action": {"confidence": 0.9, "explanation": "Confirms the representation: 'Yeah, that's it.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "Yeah, that's it.", "turn_id": 226, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Another brief confirmation: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "Yeah.", "turn_id": 227, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Writes/assigns 0.75 and comments on the written 5s.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_027", "text": "So, this is 0.75, 0.75, don't judge my fives.", "turn_id": 228, "word_count": 9}, {"action": {"confidence": 0.99, "explanation": "Jokes that the numeral looks like an S.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "It looks like a S.", "turn_id": 229, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Social response to the teasing: 'What did I just say.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "What did I just say. What did I just say.", "turn_id": 230, "word_count": 10}, {"action": {"confidence": 0.98, "explanation": "Joking role-based comment: 'Scarecrows can't talk.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "Scarecrows can't talk.", "turn_id": 231, "word_count": 3}, {"action": {"confidence": 0.99, "explanation": "Continues joking about the written number looking like an S.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "It's an S. Point seven S, nice.", "turn_id": 232, "word_count": 7}, {"action": {"confidence": 0.59, "explanation": "Begins referring to the value of 'those two' on the diagram.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_028", "text": "Um, and then those two.", "turn_id": 233, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "'Trying my best here' is affective/self-commentary.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Trying my best here.", "turn_id": 234, "word_count": 4}, {"action": {"confidence": 0.82, "explanation": "Suggests 'Wouldn't this be 25?' as a tentative value.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_028", "text": "Wouldn't this be 25?", "turn_id": 235, "word_count": 4}, {"action": {"confidence": 0.88, "explanation": "Teacher gives brief positive feedback: 'Okay, nice job guys.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, nice job guys.", "turn_id": 236, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Rejects the proposed 25 with 'No.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_033", "text": "No.", "turn_id": 237, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Also rejects it: 'No.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_027", "text": "No.", "turn_id": 238, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Withdraws the suggestion: 'No, never mind.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_028", "text": "Because if this is half. No, never mind.", "turn_id": 239, "word_count": 8}, {"action": {"confidence": 0.87, "explanation": "Suggests stepping back methodologically: 'let's think logically.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_027", "text": "Wait, so, wait, wait, wait, let's think logically.", "turn_id": 240, "word_count": 8}, {"action": {"confidence": 0.85, "explanation": "States how two pieces together would make three, supporting the structure.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_031", "text": "Then this together would be three.", "turn_id": 241, "word_count": 6}, {"action": {"confidence": 0.92, "explanation": "Adds 1.5 and another piece to get 2, computing a total.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_027", "text": "This and this is 1.5 plus this would be two. So, this would all be two.", "turn_id": 242, "word_count": 16}, {"action": {"confidence": 0.89, "explanation": "Evaluates the diagram's shape and whether it looks appropriately rectangular/even.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_028", "text": "That does not look even. Look at it, then look at that. It looks like a square. It's supposed to be a rectangle.", "turn_id": 243, "word_count": 23}, {"action": {"confidence": 0.94, "explanation": "Hands over drawing responsibility: 'Then you draw it.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "Then you draw it.", "turn_id": 244, "word_count": 4}, {"action": {"confidence": 0.68, "explanation": "Accepts the drawing role: 'Okay.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_028", "text": "Okay.", "turn_id": 245, "word_count": 1}, {"action": {"confidence": 0.82, "explanation": "Teacher checks readiness/status for moving on.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, you guys almost ready?", "turn_id": 246, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "Brief response: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "Yeah.", "turn_id": 247, "word_count": 1}, {"action": {"confidence": 0.78, "explanation": "Brief response: 'No.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_033", "text": "No.", "turn_id": 248, "word_count": 1}, {"action": {"confidence": 0.91, "explanation": "Teacher notes class progress: one more group to finish.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, we have one more group to finish.", "turn_id": 249, "word_count": 8}, {"action": {"confidence": 0.9, "explanation": "'That's better' accepts the revised drawing.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "That's better.", "turn_id": 250, "word_count": 2}, {"action": {"confidence": 0.92, "explanation": "Reasserts the scarecrow role.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "Okay, I'm the scarecrow.", "turn_id": 251, "word_count": 4}, {"action": {"confidence": 0.88, "explanation": "Comments on who is drawing, managing the shared workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_028", "text": "But you let me draw it.", "turn_id": 252, "word_count": 6}, {"action": {"confidence": 0.75, "explanation": "Offers 'this is 2.5' as a tentative value, then jokes about the handwriting.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "I'm the scarecrow. So this is 2.5. Is that an F?", "turn_id": 253, "word_count": 11}, {"action": {"confidence": 0.86, "explanation": "Teacher clarifies what the written symbol is: 'That's a seven.'", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "That's a seven.", "turn_id": 254, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Comment about how the letter F is written; not math content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "F starts the other way.", "turn_id": 255, "word_count": 5}, {"action": {"confidence": 0.89, "explanation": "Explains a subtraction-based inference to get a total of 4 on one side.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "Okay so, this two, and then two over here minus six, which is four. So, this has to be a total of four over here.", "turn_id": 256, "word_count": 25}, {"action": {"confidence": 0.95, "explanation": "Teacher prompts the student to continue writing/explaining: 'Go ahead.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Go ahead.", "turn_id": 257, "word_count": 2}, {"action": {"confidence": 0.92, "explanation": "Explains why one region is 0.75 and another is 3 based on equal lengths.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "And this over here has to be 1.5. I mean 0.75, and these are the same length. That means this is three.", "turn_id": 258, "word_count": 22}, {"action": {"confidence": 0.95, "explanation": "Teacher asks for the meaning/value of half of 3.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So, what's half of three?", "turn_id": 259, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "Computes half of three as 1.5.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_027", "text": "1.5. So, this has to be 1.5.", "turn_id": 260, "word_count": 7}, {"action": {"confidence": 0.82, "explanation": "Adds brief agreement that the other one matches.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "And so is the other one.", "turn_id": 261, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "Adds 1.5 plus 0.75 and states a total.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_027", "text": "So, 1.5 plus 0.75. So, this is two in total.", "turn_id": 262, "word_count": 10}, {"action": {"confidence": 0.91, "explanation": "Rejects the computed total: 'No.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_028", "text": "No.", "turn_id": 263, "word_count": 1}, {"action": {"confidence": 0.63, "explanation": "Insists on the disputed answer: 'Yeah.' in opposition context.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_027", "text": "Yeah.", "turn_id": 264, "word_count": 1}, {"action": {"confidence": 0.87, "explanation": "Teacher repeats the addends to focus attention on the specific computation.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "1.5 and 0.75.", "turn_id": 265, "word_count": 3}, {"action": {"confidence": 0.84, "explanation": "Restates the addition setup '1.5 plus...'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_028", "text": "1.5 plus.", "turn_id": 266, "word_count": 2}, {"action": {"confidence": 0.94, "explanation": "Performs the incorrect sum again: 'is two.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_027", "text": "Yeah, 1.5 plus 0.75 is two.", "turn_id": 267, "word_count": 6}, {"action": {"confidence": 0.91, "explanation": "Rejects the sum again.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_028", "text": "No.", "turn_id": 268, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Teacher explicitly says the result is not 2.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Write it out. It's not two.", "turn_id": 269, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "Student pauses to correct after the teacher's challenge: 'Oh... alright wait.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_027", "text": "Oh... alright wait.", "turn_id": 270, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Teacher directs how to compute/write it: 'line up your decimal.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "0.75, line up your decimal.", "turn_id": 271, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Corrects the sum to '2.25.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_027", "text": "0.75. Wait no, two... 2.25.", "turn_id": 272, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Teacher affirms the corrected result: 'There you go.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "There you go.", "turn_id": 273, "word_count": 3}, {"action": {"confidence": 0.93, "explanation": "Restates the corrected value '2.25.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "2.25.", "turn_id": 274, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "Teacher asks what the remaining piece represents/value is.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "And what's that left over one?", "turn_id": 275, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Answers that the leftover one is '1.5.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "1.5.", "turn_id": 276, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Teacher gives brief positive uptake: 'Nice job.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Nice job.", "turn_id": 277, "word_count": 2}, {"action": {"confidence": 0.68, "explanation": "Starts to state the overall resulting amount: 'So it would equal...'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_028", "text": "So it would equal...", "turn_id": 278, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Checks that all values 'would go back to 12.'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_033", "text": "They all would go back to 12.", "turn_id": 279, "word_count": 7}, {"action": {"confidence": 0.92, "explanation": "Restates the solved value: 'So, it was 2.25.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_028", "text": "So, it was 2.25.", "turn_id": 280, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Teacher begins publicly summarizing this group's reasoning for the class.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Can I have eyeballs over here? This was interesting. So this group over here had this, and then they did this", "turn_id": 281, "word_count": 21}, {"action": {"confidence": 0.79, "explanation": "Teacher adds 'At first' as a minor clarification/uptake.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "At first, at first.", "turn_id": 282, "word_count": 4}, {"action": {"confidence": 0.93, "explanation": "Teacher continues the public walkthrough, asking about a key region in the displayed work.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "teacher", "speaker_id": "teacher_009", "text": "At first. But here was their reasoning. This has to be. What does this have to be, right here?", "turn_id": 283, "word_count": 19}, {"action": {"confidence": 0.93, "explanation": "Responds with the value 'Three.'", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_033", "text": "Three.", "turn_id": 284, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Teacher tests whether each subpiece could be 1 under the constraints.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Three. So can these each be one?", "turn_id": 285, "word_count": 7}, {"action": {"confidence": 0.91, "explanation": "Answers 'No,' rejecting the possibility.", "name": "challenging_or_diagnosing_an_error"}, "role": "unknown", "speaker_id": "unknown_033", "text": "No.", "turn_id": 286, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Teacher explains why that cannot work ('that would be zero') and praises the thinking.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_009", "text": "No, because that would be zero, right? That doesn't make any sense. Yeah, that was really some good thinking that went on there. Scarecrow erase, new scarecrow. Number nine!", "turn_id": 287, "word_count": 29}, {"action": {"confidence": 0.97, "explanation": "Affective reaction: 'Oh!'", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_033", "text": "Oh!", "turn_id": 288, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Affective comment on problem difficulty: 'This is crazy bro.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_033", "text": "This is crazy bro.", "turn_id": 289, "word_count": 4}, {"action": {"confidence": 0.86, "explanation": "Asks about the count/number of pieces: 'How many are there?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_028", "text": "How many are there?", "turn_id": 290, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Asks how to split the new figure exactly.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_027", "text": "Okay, how do we split this exactly?", "turn_id": 291, "word_count": 7}, {"action": {"confidence": 0.94, "explanation": "Directs where to place a line.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "Yeah, you should put it right here.", "turn_id": 292, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "Continues directing the drawing of lines.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "There and... there's another line, and just go right there. There.", "turn_id": 293, "word_count": 11}, {"action": {"confidence": 0.97, "explanation": "Simple acknowledgment: 'Okay.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_033", "text": "Okay.", "turn_id": 294, "word_count": 1}, {"action": {"confidence": 0.91, "explanation": "Explains known halves and assigns 0.75 using imagined lines.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "So, we know this is all six, and this all six. So, the easy part is, so this, it has to be... 0.75. So, 0.75 in here, and put imaginary lines over here.", "turn_id": 295, "word_count": 33}, {"action": {"confidence": 0.95, "explanation": "'What?' asks for clarification of the prior instruction.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_033", "text": "What?", "turn_id": 296, "word_count": 1}, {"action": {"confidence": 0.67, "explanation": "Adjusts the instruction midstream: 'Wait. Do the uh... yeah.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_027", "text": "Wait. Do the uh... yeah.", "turn_id": 297, "word_count": 5}, {"action": {"confidence": 0.93, "explanation": "Checks placement: 'Down here?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_033", "text": "Down here?", "turn_id": 298, "word_count": 2}, {"action": {"confidence": 0.92, "explanation": "Gives detailed directions for where to mark values and critiques the action.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "No, here first and then here. So this is 0.75, that's 0.75, that's 0.75. What are you doing exactly?", "turn_id": 299, "word_count": 19}, {"action": {"confidence": 0.93, "explanation": "Walks through why various regions are 0.75, 3, and then a remainder.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "Never mind. Okay, so that means this. This one, three. If we do that here too, it means 1.5. So, this is all 0.75, which would be three. This is three right here. So, put a three over here. So, this is a total of three. Oh, sorry. And then, this and three. This is all three minus 0.75, which would be...", "turn_id": 300, "word_count": 62}, {"action": {"confidence": 0.72, "explanation": "Suggests 'I think there's five,' a tentative answer/value.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_031", "text": "I think there's five.", "turn_id": 301, "word_count": 4}, {"action": {"confidence": 0.78, "explanation": "Questions the prior computation and suggests it should instead be three.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_033", "text": "Wouldn't that be three, because 0.75. 0.75.", "turn_id": 302, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Subtracts 0.75 from 3 and corrects to 2.25.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_027", "text": "And this has to. If that's 0.75, and this is already three. Then we just need to minus 0.75 from three, and we get this. Which would be um... 2.75. No, 2.25. So, this is 2.25.", "turn_id": 303, "word_count": 36}, {"action": {"confidence": 0.86, "explanation": "Checks whether the whole arrangement sums to 12.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_031", "text": "Doesn't this end at 12?", "turn_id": 304, "word_count": 5}, {"action": {"confidence": 0.99, "explanation": "Off-task comment about class time: '57 minutes.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_033", "text": "Yeah, 57 minutes.", "turn_id": 305, "word_count": 3}, {"action": {"confidence": 0.99, "explanation": "Continues off-task discussion about time remaining.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "57 more minutes?", "turn_id": 306, "word_count": 3}, {"action": {"confidence": 0.99, "explanation": "Answers that off-task time question.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_033", "text": "Until it ends.", "turn_id": 307, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Refocuses on next step: 'Now, we have to figure out this side.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_033", "text": "Now, we have to figure out this side.", "turn_id": 308, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "States a value for the side: 'That is three.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_028", "text": "That is three.", "turn_id": 309, "word_count": 3}, {"action": {"confidence": 0.89, "explanation": "Clarifies which part is being referred to: 'This?'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_033", "text": "This?", "turn_id": 310, "word_count": 1}, {"action": {"confidence": 0.91, "explanation": "Checks whether the peer means that region is three.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_033", "text": "You say this is three?", "turn_id": 311, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Justifies why it is three by successive halving of six.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_028", "text": "That's three because if it was split in half, this split in half. This would be six, but split in half again would be three.", "turn_id": 312, "word_count": 25}, {"action": {"confidence": 0.92, "explanation": "Builds from that to conclude adjacent parts are 1.5 each.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "Oh yeah, so that's three, and that means... So, that means this is three, and split in half would be 1.5. So, that's 1.5, that's 1.5.", "turn_id": 313, "word_count": 26}, {"action": {"confidence": 0.95, "explanation": "Teacher explains the auxiliary-line idea and equal-area triangles.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Nice. If I did this, draw the auxiliary line, I would have four congruent triangles because I started with the square. Okay.", "turn_id": 314, "word_count": 22}, {"action": {"confidence": 0.94, "explanation": "Teacher corrects 'congruent' to 'their areas would be the same.'", "name": "revising_the_method_or_answer"}, "role": "teacher", "speaker_id": "teacher_009", "text": "They wouldn't be congruent, but they would be... their areas would be the same.", "turn_id": 315, "word_count": 14}, {"action": {"confidence": 0.99, "explanation": "Teacher directs erasing and getting the last scarecrow for one more cake.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, one more, one more cake. Scarecrow erase, last scarecrow.", "turn_id": 316, "word_count": 10}, {"action": {"confidence": 0.95, "explanation": "Comment on anticipated difficulty: 'That's gunna be harder.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "That's gunna be harder.", "turn_id": 317, "word_count": 4}, {"action": {"confidence": 0.93, "explanation": "Negotiates whose turn it is to be scarecrow.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_028", "text": "No, but you did it three times. So technically, it's her turn.", "turn_id": 318, "word_count": 12}, {"action": {"confidence": 0.72, "explanation": "Speculative social/mathy aside about the shape, not advancing solution directly.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "What if it's not a rectangle?", "turn_id": 319, "word_count": 6}, {"action": {"confidence": 0.88, "explanation": "Teacher cues readiness for the last problem.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Ready?", "turn_id": 320, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Affective reaction: 'I'm scared. Oh!'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_033", "text": "I'm scared. Oh!", "turn_id": 321, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Affective response to the new problem: 'that's gunna be fun!'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Oh, that's gunna be fun!", "turn_id": 322, "word_count": 5}, {"action": {"confidence": 0.74, "explanation": "Excited affective claim of confidence: 'I think I know it already.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_033", "text": "Oh, I can. I think I know it already.", "turn_id": 323, "word_count": 9}, {"action": {"confidence": 0.89, "explanation": "Suggests a method: use the middle's three and divide by four.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_031", "text": "Well, in the middle's three. Three divided by four.", "turn_id": 324, "word_count": 9}, {"action": {"confidence": 0.9, "explanation": "Assigns the indicated whole region the value 3.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_027", "text": "Wait, I think. I think I know something. I've got some serious information. This would be... three. This is all three.", "turn_id": 325, "word_count": 21}, {"action": {"confidence": 0.89, "explanation": "Maps repeated regions to 3: 'Three, three, three, three.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_028", "text": "Three, three, three, three.", "turn_id": 326, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Plans the next move: 'First things first, let's just find out the corner.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_027", "text": "Three, three, three. First things first, let's just find out the corner.", "turn_id": 327, "word_count": 12}, {"action": {"confidence": 0.9, "explanation": "Immediately rejects that plan/value direction: 'No, no, no...'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_033", "text": "No, no, no, no, no.", "turn_id": 328, "word_count": 5}, {"action": {"confidence": 0.88, "explanation": "Checks whether the middle region should be 3.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_031", "text": "The middle would be three right?", "turn_id": 329, "word_count": 6}, {"action": {"confidence": 0.94, "explanation": "Points out the square changes the structure, so the earlier assumption is wrong.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_033", "text": "The square's making it in a different thing.", "turn_id": 330, "word_count": 8}, {"action": {"confidence": 0.93, "explanation": "'Oh, yeah' shows uptake of the correction.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "Oh, yeah.", "turn_id": 331, "word_count": 2}, {"action": {"confidence": 0.88, "explanation": "Explains that this space is separate, not combined with the rest.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_028", "text": "But this would be the whole... This is, this is a whole space. This is separate. It's not together.", "turn_id": 332, "word_count": 19}, {"action": {"confidence": 0.86, "explanation": "Confirms and explains why it is not three.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_033", "text": "Yeah, that's why it's not three.", "turn_id": 333, "word_count": 6}, {"action": {"confidence": 0.94, "explanation": "Suggests drawing an auxiliary line on the diagram.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_027", "text": "But over here. If there's a line over here, that'd be this. Wait, can you draw a what's it called again?", "turn_id": 334, "word_count": 21}, {"action": {"confidence": 0.8, "explanation": "Supplies the term 'Auxiliary lines.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_033", "text": "Auxiliary lines.", "turn_id": 335, "word_count": 2}, {"action": {"confidence": 0.77, "explanation": "Repeats 'Auxiliary lines,' receiving the vocabulary.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "Auxiliary lines.", "turn_id": 336, "word_count": 2}, {"action": {"confidence": 0.86, "explanation": "Explains what the auxiliary line would imply about halves.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "It means this all would be one half. And...", "turn_id": 337, "word_count": 9}, {"action": {"confidence": 0.92, "explanation": "Explains that the square changes what would otherwise all be three.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_033", "text": "If the square wasn't there it would all be three, but the square is there it's not.", "turn_id": 338, "word_count": 17}, {"action": {"confidence": 0.99, "explanation": "Affective complaint/joke: 'It's annoying, bad square!'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "It's annoying, bad square!", "turn_id": 339, "word_count": 4}, {"action": {"confidence": 0.92, "explanation": "Suggests the inner square is a miniature version of the whole.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_028", "text": "So, we have to find out what the... We have to find out what the square is. No, that would also be... This square is like a miniature version of this, right?", "turn_id": 340, "word_count": 32}, {"action": {"confidence": 0.72, "explanation": "'Okay so, I don't know.' is mainly affective uncertainty.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Okay so, I don't know.", "turn_id": 341, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "'I'm stumped' is affective commentary on difficulty.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "I'm stumped.", "turn_id": 342, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "'My brain hurts' is affective rather than substantive math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "My brain hurts.", "turn_id": 343, "word_count": 3}, {"action": {"confidence": 0.92, "explanation": "Proposes starting with 'Three divided by four.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_031", "text": "Three times. Three divided by four. Let's do that first.", "turn_id": 344, "word_count": 10}, {"action": {"confidence": 0.88, "explanation": "Repeats the computation to be done: 'Three divided by four...'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_027", "text": "Three divided by four...", "turn_id": 345, "word_count": 4}, {"action": {"confidence": 0.62, "explanation": "Notes the result would be 'point something,' interpreting the type of number.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_031", "text": "That would be point something.", "turn_id": 346, "word_count": 5}, {"action": {"confidence": 0.82, "explanation": "Self-corrective start: 'Oh wait, wrong way. Wait.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_028", "text": "Oh wait, wrong way. Wait.", "turn_id": 347, "word_count": 5}, {"action": {"confidence": 0.99, "explanation": "Computes 3/4 as 0.75.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_027", "text": "Can I do quick division? Yeah, three divided by four is three over four, which is 0.75. Quick division.", "turn_id": 348, "word_count": 19}, {"action": {"confidence": 0.89, "explanation": "Asks what to do next after the calculation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_027", "text": "Now what?", "turn_id": 349, "word_count": 2}, {"action": {"confidence": 0.94, "explanation": "Jokes about the scarecrow role: 'I can't say anything.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "I'm the scarecrow. I can't say anything.", "turn_id": 350, "word_count": 7}, {"action": {"confidence": 0.92, "explanation": "Claims the new scarecrow role.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "I'm the new scarecrow.", "turn_id": 351, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Assigns 0.75 to several parts of the figure.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_031", "text": "So then, this part would be 0.75, 0.75, 0.75, and 0.65.", "turn_id": 352, "word_count": 11}, {"action": {"confidence": 0.97, "explanation": "Asks for justification: 'How do you know?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_027", "text": "How do you know?", "turn_id": 353, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Explains that the prior 3/4 computation determines these values.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_031", "text": "Because... you just did it. This is the three.", "turn_id": 354, "word_count": 9}, {"action": {"confidence": 0.86, "explanation": "Counts pieces and challenges whether there are four parts or six.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_027", "text": "But one, two, three, four, five, six parts. Not four.", "turn_id": 355, "word_count": 10}, {"action": {"confidence": 0.91, "explanation": "Corrects the count: 'No, it's four.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_028", "text": "No, it's four.", "turn_id": 356, "word_count": 3}, {"action": {"confidence": 0.79, "explanation": "Enumerates the relevant parts: 'One, two, three, four.'", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_031", "text": "One, two, three, four.", "turn_id": 357, "word_count": 4}, {"action": {"confidence": 0.86, "explanation": "Accepts the correction and identifies the forgotten line.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "Oh. I forgot about this line. You drew it.", "turn_id": 358, "word_count": 9}, {"action": {"confidence": 0.91, "explanation": "Playful jab: 'You told her to.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_033", "text": "You told her to.", "turn_id": 359, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Joking Wizard-of-Oz reference about being a brainless scarecrow.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "I'm a scarecrow. I don't have a brain.", "turn_id": 360, "word_count": 8}, {"action": {"confidence": 0.94, "explanation": "Directs the peer to write the repeated 0.75 values.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_031", "text": "So this would 75, 75, 75, 75. Can you write that?", "turn_id": 361, "word_count": 11}, {"action": {"confidence": 0.8, "explanation": "Supplies the corrected notation '0.75.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_033", "text": "0.75.", "turn_id": 362, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Restates the four 0.75 assignments clearly.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_031", "text": "Sorry, 0.75, 0.75, 0.75, 0.75.", "turn_id": 363, "word_count": 5}, {"action": {"confidence": 0.99, "explanation": "Teacher comments on student's energy level; off-task.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Hi, you're like a little jumping bean. You have a lot of energy.", "turn_id": 364, "word_count": 13}, {"action": {"confidence": 0.99, "explanation": "Responds about energy and knowing people; off-task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_031", "text": "I do when I know people.", "turn_id": 365, "word_count": 6}, {"action": {"confidence": 0.99, "explanation": "Teacher suggests sports; off-task social talk.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "You should play soccer or lacrosse.", "turn_id": 366, "word_count": 6}, {"action": {"confidence": 0.99, "explanation": "Student says 'I play swimming,' continuing off-task talk.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "I play swimming.", "turn_id": 367, "word_count": 3}, {"action": {"confidence": 0.99, "explanation": "Another off-task comment about swimming.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_031", "text": "I do swimming too.", "turn_id": 368, "word_count": 4}, {"action": {"confidence": 0.99, "explanation": "Playful correction about 'play swimming.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "You can't play swimming.", "turn_id": 369, "word_count": 4}, {"action": {"confidence": 0.99, "explanation": "Continues the off-task language correction.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_033", "text": "You do swimming, or you swim.", "turn_id": 370, "word_count": 6}, {"action": {"confidence": 0.99, "explanation": "Teacher repeats the comment about lots of energy.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "I feel like you have a lot of energy.", "turn_id": 371, "word_count": 9}, {"action": {"confidence": 0.96, "explanation": "Re-explains that three divided by four gives 0.75 for each fourth.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_031", "text": "Okay, this is three divided by four, which is 0.75. So, 0.75, 0.75, 0.75, and 0.75.", "turn_id": 372, "word_count": 16}, {"action": {"confidence": 0.97, "explanation": "Teacher's 'Okay' is brief uptake.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Okay.", "turn_id": 373, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Asks the peer to write the values now.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_031", "text": "Can you write that yet?", "turn_id": 374, "word_count": 5}, {"action": {"confidence": 0.82, "explanation": "Simple response: 'No.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "No.", "turn_id": 375, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teasing comment 'Do you not have a brain?' based on scarecrow role.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Do you not have a brain?", "turn_id": 376, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Teacher joins the joke about the scarecrow not having a brain.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "No, she's the scarecrow. She doesn't have a brain.", "turn_id": 377, "word_count": 9}, {"action": {"confidence": 0.95, "explanation": "Continues the same playful scarecrow joke.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_033", "text": "Not yet, after she's done being the scarecrow.", "turn_id": 378, "word_count": 8}, {"action": {"confidence": 0.94, "explanation": "Teacher asks for the next quantity: 'what do we have left?'", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Okay, so then what do we have left?", "turn_id": 379, "word_count": 8}, {"action": {"confidence": 0.74, "explanation": "'I don't know' simply registers lack of answer.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "I don't know.", "turn_id": 380, "word_count": 3}, {"action": {"confidence": 0.76, "explanation": "Also states 'I don't know either,' minimal uptake.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "Yeah, I don't know either.", "turn_id": 381, "word_count": 5}, {"action": {"confidence": 0.57, "explanation": "Starts to offer a value/interpretation: 'So this is, this is.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_028", "text": "So this is, this is.", "turn_id": 382, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Teacher's 'Uh, brain' is playful role-based commentary.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Uh, brain.", "turn_id": 383, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "Continues the joke: 'I don't have a brain.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "I don't have a brain.", "turn_id": 384, "word_count": 5}, {"action": {"confidence": 0.92, "explanation": "Teacher directs someone else to take over: 'Take it away.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Take it away.", "turn_id": 385, "word_count": 3}, {"action": {"confidence": 0.58, "explanation": "Student begins a tentative explanatory move: 'Wait, if you...'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_033", "text": "Wait, if you...", "turn_id": 386, "word_count": 3}, {"action": {"confidence": 0.89, "explanation": "Teacher jokes that the wrong person is scarecrow on this one.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "She was on the track. You have the wrong person being the scarecrow on this one.", "turn_id": 387, "word_count": 16}, {"action": {"confidence": 0.94, "explanation": "Asks to take the marker/object: 'Can I see that for a second?'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_033", "text": "You could add all of um, wait. Can I see that for a second?", "turn_id": 388, "word_count": 14}, {"action": {"confidence": 0.95, "explanation": "Teacher asks what the square did to the big square, probing structural meaning.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Let's look at the square. Let's look at the big square. What did this do to the big square?", "turn_id": 389, "word_count": 19}, {"action": {"confidence": 0.94, "explanation": "Humorous answer 'Make it harder.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_031", "text": "Make it harder.", "turn_id": 390, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Teacher repeats the structural-meaning question.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Wait, what did it do to the big square?", "turn_id": 391, "word_count": 9}, {"action": {"confidence": 0.93, "explanation": "Student identifies the structure: it makes the square into fourths.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_027", "text": "Make it into fourths.", "turn_id": 392, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Teacher asks what one fourth corresponds to in the cake.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Made it into fourths. Right? What is a fourth in his cake? What is every fourth?", "turn_id": 393, "word_count": 16}, {"action": {"confidence": 0.97, "explanation": "Maps each fourth to value 3.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_027", "text": "Three.", "turn_id": 394, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Teacher explains that if one fourth is 3 and one part is 0.75, the rest must fill the difference.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Three. So, this has to be three. Right? So if you already have 75, if you already have 75 cents. What does this have to be?", "turn_id": 395, "word_count": 26}, {"action": {"confidence": 0.97, "explanation": "Gives the inferred value: '2.25.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "2.25.", "turn_id": 396, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Teacher instructs the student to go ahead and write/proceed.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Go ahead.", "turn_id": 397, "word_count": 2}, {"action": {"confidence": 0.74, "explanation": "Student says that was what they were going to say, a receipt of the solution.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "That's what I was gunna say.", "turn_id": 398, "word_count": 6}, {"action": {"confidence": 0.89, "explanation": "Teacher jokingly says they have to help the little ones.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "I knew you had it, but sometimes we have to help the little ones.", "turn_id": 399, "word_count": 14}, {"action": {"confidence": 0.9, "explanation": "Teacher asks whether the solution and reasoning make sense overall.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Alright so, does that make sense?", "turn_id": 400, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Student gives brief confirmation: 'Uh-hm.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "Uh-hm.", "turn_id": 401, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Teacher asks for deeper explanation: 'we gotta think about why.'", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "But we gotta think about why.", "turn_id": 402, "word_count": 6}, {"action": {"confidence": 0.58, "explanation": "Begins answering 'Because.' though not yet substantive.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "Because.", "turn_id": 403, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher presses again: 'Why.'", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Why.", "turn_id": 404, "word_count": 1}, {"action": {"confidence": 0.99, "explanation": "Playful non-mathematical joke answer: 'Because the sky is so high...'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Because the sky is so high, that's why.", "turn_id": 405, "word_count": 8}, {"action": {"confidence": 0.99, "explanation": "Teacher responds to the joke with more playful commentary.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "The sky is so high, that's why. He's like Dr. Seuss over there.", "turn_id": 406, "word_count": 13}, {"action": {"confidence": 0.96, "explanation": "Directs the scarecrow to write '2.25' in each relevant place.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_031", "text": "Can you write 2.25, 2.25, 2.25, and 2.25.", "turn_id": 407, "word_count": 8}], "word_count": 3089}
{"day": 1, "grade_band": "5-6", "session_id": "conv_003", "speaker_count": 13, "speakers": [{"role": "student", "speaker_id": "student_002"}, {"role": "student", "speaker_id": "student_005"}, {"role": "student", "speaker_id": "student_011"}, {"role": "student", "speaker_id": "student_018"}, {"role": "student", "speaker_id": "student_024"}, {"role": "student", "speaker_id": "student_027"}, {"role": "student", "speaker_id": "student_030"}, {"role": "student", "speaker_id": "student_031"}, {"role": "student", "speaker_id": "student_033"}, {"role": "student", "speaker_id": "student_1005"}, {"role": "teacher", "speaker_id": "teacher_001"}, {"role": "teacher", "speaker_id": "teacher_009"}, {"role": "unknown", "speaker_id": "unknown_033"}], "task_id": "bakers_cake", "task_name": "Baker's Cake", "turn_count": 333, "turns": [{"action": {"confidence": 0.98, "explanation": "Teacher frames the task: students must determine prices for cake pieces and explain their reasoning.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So your job, the scarecrow is going to draw the cake on the board, and you need to figure out how much you think we should charge for each piece of cake? And you know, have to be able to explain that. Alright, the teacher, you ready?", "turn_id": 1, "word_count": 47}, {"action": {"confidence": 0.86, "explanation": "Teacher introduces the first cake drawing, establishing the shared visual representation.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Here's the first cake.", "turn_id": 2, "word_count": 4}, {"action": {"confidence": 0.72, "explanation": "Brief evaluative comment ('Easy') about the task difficulty, not substantive math reasoning.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Easy.", "turn_id": 3, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Teacher labels the phase/problem as 'Day one,' framing the activity sequence.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Day one. Yes?", "turn_id": 4, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Student asks how many slices are in each cake, seeking setup clarification.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_031", "text": "How many slices of cake are in each?", "turn_id": 5, "word_count": 8}, {"action": {"confidence": 0.84, "explanation": "Teacher explains that the number of slices depends on the picture shown each day.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "It depends on the picture we're going to show you. Everyday he just decides, I'm going to do something different.", "turn_id": 6, "word_count": 20}, {"action": {"confidence": 0.69, "explanation": "Excited reaction ('Ok, let's see') marking anticipation rather than math content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Ok, let's see, let's see.", "turn_id": 7, "word_count": 5}, {"action": {"confidence": 0.88, "explanation": "Teacher continues setting up the next display/problem ('Here we go, ready?').", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Let's change it up everyday. Here we go, ready?", "turn_id": 8, "word_count": 9}, {"action": {"confidence": 0.76, "explanation": "Teacher's 'easy one' is an affective evaluation of difficulty.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, easy one.", "turn_id": 9, "word_count": 3}, {"action": {"confidence": 0.99, "explanation": "Student proposes '$4' as the piece price.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_018", "text": "I think it should be $4.", "turn_id": 10, "word_count": 6}, {"action": {"confidence": 0.8, "explanation": "Student counts/computes 'four, eight, ten, twelve' to test a pricing idea.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_005", "text": "Or four, eight, ten, twelve.", "turn_id": 11, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Student explicitly rejects the prior idea as incorrect.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_024", "text": "No, that's not right.", "turn_id": 12, "word_count": 4}, {"action": {"confidence": 0.99, "explanation": "Student offers '$3 per slice' as a tentative answer.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_011", "text": "$3 per slice.", "turn_id": 13, "word_count": 3}, {"action": {"confidence": 0.99, "explanation": "Student restates a competing candidate answer: '$4 per slice.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_018", "text": "$4 per slice.", "turn_id": 14, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Brief agreement ('Yeah') with the proposed answer.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "Yeah.", "turn_id": 15, "word_count": 1}, {"action": {"confidence": 0.74, "explanation": "Student says '$4' 'only makes sense,' offering brief rationale/claim of fit.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "It only makes sense. We got it.", "turn_id": 16, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Student repeats the candidate answer 'It's three.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_011", "text": "It's three.", "turn_id": 17, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "Student again advances 'It should be four.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_018", "text": "It should be four.", "turn_id": 18, "word_count": 4}, {"action": {"confidence": 0.57, "explanation": "'Wait' interrupts and signals a pending change/reconsideration of the current answer.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_005", "text": "Wait.", "turn_id": 19, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Student supports 'three' by explaining 'Three times four is 12.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_011", "text": "Three times four is 12.", "turn_id": 20, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Self-deprecating emotional reaction rather than substantive mathematical move.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "Oh my God, I'm so stupid. Well. Oh wait, I don't know.", "turn_id": 21, "word_count": 12}, {"action": {"confidence": 0.99, "explanation": "Student explicitly changes answer from a previous choice to 'three.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_018", "text": "I'm gunna change my answer, three. It's three. It's been three the whole time.", "turn_id": 22, "word_count": 14}, {"action": {"confidence": 0.94, "explanation": "Teacher briefly confirms the revision: 'Okay, there we go.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, there we go.", "turn_id": 23, "word_count": 4}, {"action": {"confidence": 0.58, "explanation": "Teacher asks whether that was an easy/settled case, effectively checking closure on the result.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Alright, was that an easy one?", "turn_id": 24, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Another self-critical affective comment ('I'm stupid').", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "I'm stupid.", "turn_id": 25, "word_count": 2}, {"action": {"confidence": 0.82, "explanation": "Student notes they should have chosen three, reflecting correction of the prior answer.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_024", "text": "We should've done a three. Ah...", "turn_id": 26, "word_count": 6}, {"action": {"confidence": 0.94, "explanation": "Brief exclamation 'Oh!' expresses reaction, not math content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_005", "text": "Oh!", "turn_id": 27, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "Student shifts again to 'Uh, four. It's four,' changing the answer.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_005", "text": "Uh, four. It's four.", "turn_id": 28, "word_count": 4}, {"action": {"confidence": 0.84, "explanation": "Student begins backing away from four ('It shouldn't be four').", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_018", "text": "It shouldn't be four. Um, it should be...", "turn_id": 29, "word_count": 8}, {"action": {"confidence": 0.98, "explanation": "Student proposes '$4.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_011", "text": "$4.", "turn_id": 30, "word_count": 1}, {"action": {"confidence": 0.78, "explanation": "'This is hard' is affective commentary, despite trailing into uncertainty.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "This is hard. I think it should be...", "turn_id": 31, "word_count": 8}, {"action": {"confidence": 0.84, "explanation": "Student gives a reason against the current idea: 'Because it's not equal.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_024", "text": "Because it's not equal.", "turn_id": 32, "word_count": 4}, {"action": {"confidence": 0.99, "explanation": "Student offers '$5 a slice' as a new tentative answer.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_018", "text": "It isn't equal. I think we should go for $5 a slice.", "turn_id": 33, "word_count": 12}, {"action": {"confidence": 0.98, "explanation": "Student tests the proposal against the total: 'then it's not 12.'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_005", "text": "But then it's not 12.", "turn_id": 34, "word_count": 5}, {"action": {"confidence": 0.91, "explanation": "Student considers '$4 a slice' but notes it 'wouldn't' fit, evaluating the constraint.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "Um, maybe $4 a slice, but then that wouldn't.", "turn_id": 35, "word_count": 9}, {"action": {"confidence": 0.89, "explanation": "Student asserts 'No, but it's three' as the answer.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_024", "text": "No, but it's three.", "turn_id": 36, "word_count": 4}, {"action": {"confidence": 0.85, "explanation": "Student tries changing to '$2' and immediately retracts, revising the answer search.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_018", "text": "Maybe we should do $2. No...", "turn_id": 37, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Student asks whether cents are allowed, clarifying permissible units.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_005", "text": "Can we do cents?", "turn_id": 38, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Student directs peers to draw the figure/workspace representation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1005", "text": "Draw it guys.", "turn_id": 39, "word_count": 3}, {"action": {"confidence": 0.68, "explanation": "Student starts to propose an answer but trails off; still functions as an attempted candidate.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_018", "text": "I think we should do... we should do...", "turn_id": 40, "word_count": 8}, {"action": {"confidence": 0.98, "explanation": "Student states 'It's $4.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_011", "text": "It's $4.", "turn_id": 41, "word_count": 2}, {"action": {"confidence": 0.8, "explanation": "Student explains four by relating it to 'three pieces is four.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_024", "text": "Four, three pieces is four.", "turn_id": 42, "word_count": 5}, {"action": {"confidence": 0.87, "explanation": "Student settles on 'Let's do four,' changing/committing to an answer.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_018", "text": "Let's do four.", "turn_id": 43, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Student justifies four using multiplication: 'four times three equals 12.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_024", "text": "Yeah because four times three equals 12.", "turn_id": 44, "word_count": 7}, {"action": {"confidence": 0.74, "explanation": "'Per slice' clarifies the unit/meaning of the number being discussed.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_024", "text": "Per slice.", "turn_id": 45, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "Student instructs the group to draw their reasoning on the board/paper.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1005", "text": "Draw your reasoning.", "turn_id": 46, "word_count": 3}, {"action": {"confidence": 0.62, "explanation": "'I don't know' here is a general expression of uncertainty without a specific request or content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "I don't know.", "turn_id": 47, "word_count": 3}, {"action": {"confidence": 0.92, "explanation": "Teacher asks whether all slices are the same size, testing whether equal pricing is justified.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So, oh wow. So, are all the slices the same size?", "turn_id": 48, "word_count": 11}, {"action": {"confidence": 0.55, "explanation": "Student begins suggesting an alternative approach ('if we could do like...') before teacher clarifies.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_018", "text": "I was wondering if we could do like.", "turn_id": 49, "word_count": 8}, {"action": {"confidence": 0.98, "explanation": "Teacher states a key task condition: slices may have different prices.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "They could be different prices.", "turn_id": 50, "word_count": 5}, {"action": {"confidence": 0.92, "explanation": "Student reacts to the new constraint with understanding ('Oh... okay').", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Oh, wait. They can be different prices? Oh, okay, okay, okay, okay.", "turn_id": 51, "word_count": 12}, {"action": {"confidence": 0.98, "explanation": "Teacher repeats the important rule that prices can differ.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "They can be different prices.", "turn_id": 52, "word_count": 5}, {"action": {"confidence": 0.72, "explanation": "Student starts formulating a new answer under the updated constraint.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_018", "text": "I think then it should be... I think it should be...", "turn_id": 53, "word_count": 11}, {"action": {"confidence": 0.74, "explanation": "Student tries a decomposition 'Six and three, and two threes' as possible prices.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_024", "text": "Six and three, and two threes. No.", "turn_id": 54, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Student offers 'six and six... three, three, six' as the pricing assignment.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_018", "text": "I think it should be six and six. It should be three, three, six.", "turn_id": 55, "word_count": 14}, {"action": {"confidence": 0.93, "explanation": "Student briefly agrees with the proposed decomposition.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "Yeah, three, three, six.", "turn_id": 56, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Student restates the candidate assignment 'Three, three, six.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_018", "text": "Three, three, six.", "turn_id": 57, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Brief agreement ('Yeah').", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "Yeah.", "turn_id": 58, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Affective evaluation: 'That was easy.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_024", "text": "That was easy.", "turn_id": 59, "word_count": 3}, {"action": {"confidence": 0.99, "explanation": "Teacher checks whether the proposed prices total 12.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Does it add up to 12?", "turn_id": 60, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Student confirms the check with 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Yeah.", "turn_id": 61, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Another brief confirmation that it adds to 12.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "Yes.", "turn_id": 62, "word_count": 1}, {"action": {"confidence": 0.65, "explanation": "Student notes they were considering whether that pricing approach was allowed, explaining their earlier thought.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "I was just wondering if we could do that.", "turn_id": 63, "word_count": 9}, {"action": {"confidence": 0.99, "explanation": "Teacher asks for the reasoning behind assigning six versus three.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Tell me why you think that one's six and the other ones are three.", "turn_id": 64, "word_count": 14}, {"action": {"confidence": 0.98, "explanation": "Student gives the rationale: 'Because it's double.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "Because it's double.", "turn_id": 65, "word_count": 3}, {"action": {"confidence": 0.84, "explanation": "Teacher echoes 'It's double?' to confirm the meaning of the student's claim.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "It's double?", "turn_id": 66, "word_count": 2}, {"action": {"confidence": 0.92, "explanation": "Student confirms the rationale that one piece is double.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "It's double.", "turn_id": 67, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Teacher briefly acknowledges the explanation.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay.", "turn_id": 68, "word_count": 1}, {"action": {"confidence": 0.99, "explanation": "Teacher directs students to erase and pass the marker to a new scarecrow.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Awesome, well done. Alright, erase. Scarecrow erase, and hand the marker to a new scarecrow.", "turn_id": 69, "word_count": 15}, {"action": {"confidence": 0.95, "explanation": "Student asks who will take the next scarecrow role, managing group participation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_005", "text": "Wait, who's going to be the new scarecrow?", "turn_id": 70, "word_count": 8}, {"action": {"confidence": 0.97, "explanation": "Student nominates a peer ('She can be').", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "I don't know. She can be.", "turn_id": 71, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "Teacher introduces the next problem/day: 'Here's day three.'", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Here's day three.", "turn_id": 72, "word_count": 3}, {"action": {"confidence": 0.86, "explanation": "Teacher's 'Oh!' is an affective reaction.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh!", "turn_id": 73, "word_count": 1}, {"action": {"confidence": 0.99, "explanation": "Student explicitly says the new cake is 'the exact same thing,' invoking the previous case.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_018", "text": "It's the exact same thing. It's the exact same thing.", "turn_id": 74, "word_count": 10}, {"action": {"confidence": 0.84, "explanation": "Student comments on difficulty ('actually easy'), an affective evaluation.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_024", "text": "Bro, this is actually easy.", "turn_id": 75, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Student explains it should use the same 'three, three, six' reasoning because the structure is still halves/doubling.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_018", "text": "I think it is. It's the exact same thing, cause it's in half. Three, three, six. It should be the same price cause there's three slices, and then it's doubled again.", "turn_id": 76, "word_count": 31}, {"action": {"confidence": 0.94, "explanation": "Student states the transferred answer: 'three, three, six.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_024", "text": "So, three, three, six.", "turn_id": 77, "word_count": 4}, {"action": {"confidence": 0.77, "explanation": "Student indicates readiness after settling the answer.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Okay, we're ready.", "turn_id": 78, "word_count": 3}, {"action": {"confidence": 0.81, "explanation": "Teacher remarks on the group's speed, an evaluative observation.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "They went quick on this one.", "turn_id": 79, "word_count": 6}, {"action": {"confidence": 0.91, "explanation": "Student asks for the drawn squares to be improved on the shared representation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "We're ready. Could you make our squares better?", "turn_id": 80, "word_count": 8}, {"action": {"confidence": 0.69, "explanation": "Brief emphatic 'No!' responding to the workspace comment, not mathematical reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_024", "text": "No!", "turn_id": 81, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "Student requests permission to draw template squares.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Can I draw template squares please?", "turn_id": 82, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Peer gives brief approval ('Yeah').", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "Yeah.", "turn_id": 83, "word_count": 1}, {"action": {"confidence": 0.76, "explanation": "Possessive/playful comment about whose 'thing' drawing is.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "That's my thing, not yours.", "turn_id": 84, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "Teacher asks the group to explain how they got this answer.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Alright, how did we get this one?", "turn_id": 85, "word_count": 7}, {"action": {"confidence": 0.68, "explanation": "Student begins presenting the group's work to the teacher ('This. That's how I got this one').", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_018", "text": "This. That's how I got this one.", "turn_id": 86, "word_count": 7}, {"action": {"confidence": 0.99, "explanation": "Teacher presses for a fuller explanation: 'But how?'", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "But how?", "turn_id": 87, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Student explains that despite different shapes, it's still halves within halves.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "Oh. So, this is the exact same thing we get like with different shapes, but it's still in half and... in half.", "turn_id": 88, "word_count": 22}, {"action": {"confidence": 0.9, "explanation": "Teacher revoices the structure as 'half of a half?' to confirm interpretation.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So half of a half?", "turn_id": 89, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Student confirms the teacher's interpretation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Yeah.", "turn_id": 90, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Another brief confirmation from a peer.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "Yeah.", "turn_id": 91, "word_count": 1}, {"action": {"confidence": 0.88, "explanation": "Student concludes it is 'the exact same reasoning,' articulating rationale.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "So it's the exact same reasoning.", "turn_id": 92, "word_count": 6}, {"action": {"confidence": 0.58, "explanation": "Teacher comments on the notation/labeling on the shared workspace ('This is dollar sign').", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "It is the same reasoning. This is dollar sign.", "turn_id": 93, "word_count": 9}, {"action": {"confidence": 0.88, "explanation": "Playful reaction 'Oh, whoopsies.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_024", "text": "Oh, whoopsies.", "turn_id": 94, "word_count": 2}, {"action": {"confidence": 0.89, "explanation": "Student says 'this is easy,' an affective evaluation.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Oh, this is easy.", "turn_id": 95, "word_count": 4}, {"action": {"confidence": 0.71, "explanation": "Student asks if the group is ready to proceed.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Are you ready?", "turn_id": 96, "word_count": 3}, {"action": {"confidence": 0.63, "explanation": "Student offers/passes control ('Here') in the workspace interaction.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_024", "text": "Here.", "turn_id": 97, "word_count": 1}, {"action": {"confidence": 0.99, "explanation": "Student directs another to draw the square on the shared workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Okay, okay, go, go, go. Draw the square. Draw the square.", "turn_id": 98, "word_count": 11}, {"action": {"confidence": 0.87, "explanation": "Student's 'Oh, okay' is receipt before continuing.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_011", "text": "Oh, okay. Um...", "turn_id": 99, "word_count": 3}, {"action": {"confidence": 0.91, "explanation": "Student offers to do the drawing.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Want me to draw it?", "turn_id": 100, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Student proposes the values 'Nine and three.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_011", "text": "Nine and three.", "turn_id": 101, "word_count": 3}, {"action": {"confidence": 0.86, "explanation": "Student agrees with and repeats the proposed values.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "It should be. Yeah, nine and three.", "turn_id": 102, "word_count": 7}, {"action": {"confidence": 0.82, "explanation": "Student announces the agreed values to the group.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "Nine and three, guys.", "turn_id": 103, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Student objects that 'it can't be nine and three.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_018", "text": "No, it can't be nine and three.", "turn_id": 104, "word_count": 7}, {"action": {"confidence": 0.71, "explanation": "Peer counters that it can, directly disputing the objection.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_011", "text": "Yeah, it can.", "turn_id": 105, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Student says it wouldn't add to $12, testing the candidate against the total.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "No, cause it wouldn't add up to $12.", "turn_id": 106, "word_count": 8}, {"action": {"confidence": 0.74, "explanation": "Student computes 'Nine, ten, eleven' in response to the add-up issue.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_024", "text": "Nine, ten, eleven.", "turn_id": 107, "word_count": 3}, {"action": {"confidence": 0.77, "explanation": "Student insists the proposal does fit ('Yeah, it would'), evaluating the constraint.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_005", "text": "Yeah, it would.", "turn_id": 108, "word_count": 3}, {"action": {"confidence": 0.92, "explanation": "Student realizes the mistake and accepts the prior proposal as workable.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_018", "text": "Oh, wait. Oh, sorry. This is what I was thinking. On my God, I was thinking so stupid. Okay, we got it, we got it, we got it.", "turn_id": 109, "word_count": 28}, {"action": {"confidence": 0.88, "explanation": "Teacher's 'Whoa!' is an affective reaction to the group's fast shift.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Whoa!", "turn_id": 110, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Student celebratory self-evaluation ('We're so big brain').", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "We're so big brain.", "turn_id": 111, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Peer echoes the playful 'Big brain.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_024", "text": "Big brain.", "turn_id": 112, "word_count": 2}, {"action": {"confidence": 0.99, "explanation": "Teacher asks how they knew the little piece is three.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Alright, so, now everybody's getting pretty fast. How did you know that little piece is three?", "turn_id": 113, "word_count": 16}, {"action": {"confidence": 0.93, "explanation": "Student jokingly answers 'Because we're smart,' not actual reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "Because we're smart.", "turn_id": 114, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Teacher redirects to the mathematical explanation, asking what fraction the piece is.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, how do you know that little piece is three? How much of the cake is it?", "turn_id": 115, "word_count": 17}, {"action": {"confidence": 0.99, "explanation": "Student maps the little piece to 'a fourth' of the cake.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_030", "text": "A fourth.", "turn_id": 116, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "Teacher asks for the reasoning behind the nine after confirming the fourth.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "It's a fourth of the cake. Exactly, that's a fourth. Tell me how you got the nine. Tell me how you got the nine. Yeah.", "turn_id": 117, "word_count": 25}, {"action": {"confidence": 0.96, "explanation": "Student explains the method: knowing one-fourth is three, the rest is nine so they add to 12.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "Okay, so, so, if we do, if we know that's one fourth of it, and so, you do minus 12 by three. So you get nine because that's three and that's nine. Add them, that'll be 12.", "turn_id": 118, "word_count": 37}, {"action": {"confidence": 0.9, "explanation": "Teacher asks whether anyone thought about it differently.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, anybody think it differently?", "turn_id": 119, "word_count": 5}, {"action": {"confidence": 0.99, "explanation": "Teacher directs scarecrow rotation and erasing.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, scarecrow erase, new scarecrow.", "turn_id": 120, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "Student volunteers for the scarecrow role.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "I'm the new scarecrow.", "turn_id": 121, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Teacher introduces the next harder case.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Here we go. Oh, these get harder, believe me.", "turn_id": 122, "word_count": 9}, {"action": {"confidence": 0.7, "explanation": "Student notes a 'new thing on the board,' pointing out a new feature of the figure.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_005", "text": "Alright, there's a new thing on the board.", "turn_id": 123, "word_count": 8}, {"action": {"confidence": 0.78, "explanation": "Excited reaction to the new problem, not substantive reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "Oh my God, there is. Okay, tell me, tell me, tell me.", "turn_id": 124, "word_count": 12}, {"action": {"confidence": 0.95, "explanation": "Student identifies a region as 'a quarter,' mapping part of the shape to a fraction.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "So we have a quarter.", "turn_id": 125, "word_count": 5}, {"action": {"confidence": 0.76, "explanation": "Student comments that it looks like a pyramid, a non-mathematical side remark here.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_024", "text": "That's looks like a pyramid.", "turn_id": 126, "word_count": 5}, {"action": {"confidence": 0.69, "explanation": "Student begins proposing a value assignment but trails off.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_018", "text": "Three. I think we should do. I think we should do um...", "turn_id": 127, "word_count": 12}, {"action": {"confidence": 0.99, "explanation": "Student offers 'The big slice is $4.50.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_011", "text": "The big slice is $4.50.", "turn_id": 128, "word_count": 5}, {"action": {"confidence": 0.84, "explanation": "Student agrees that 4.5 makes sense and claims success.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "4.5. That would make sense. We got it!", "turn_id": 129, "word_count": 8}, {"action": {"confidence": 0.86, "explanation": "Peer repeats '4.5' in agreement.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "4.5.", "turn_id": 130, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "Celebratory 'We have it!'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "We have it!", "turn_id": 131, "word_count": 3}, {"action": {"confidence": 0.86, "explanation": "Repeated celebratory reaction, not new math content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_024", "text": "We got it, we got it, we got it.", "turn_id": 132, "word_count": 9}, {"action": {"confidence": 0.78, "explanation": "Student clarifies the unit/notation: 'Dollars, dollars, dollars.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "We got it, we got it. Oh wait, hold on. Dollars, dollars, dollars.", "turn_id": 133, "word_count": 13}, {"action": {"confidence": 0.98, "explanation": "Teacher asks what the written '$4.50' represents and clarifies the notation.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, freeze please... We know that little corner is three. We've had that a lot right? This group was fast. They wrote 3, 4.5, 4.5. What kind of, what is that $4.05? What is that?", "turn_id": 134, "word_count": 35}, {"action": {"confidence": 0.95, "explanation": "Student clarifies the amount as '$4.50.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_027", "text": "$4.50", "turn_id": 135, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Teacher asks how they knew 4.50 so quickly.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, $4.50. Oh, okay. How did you know it was 4.50 so quickly? How did you guys know?", "turn_id": 136, "word_count": 18}, {"action": {"confidence": 0.97, "explanation": "Student states the operation used: divide nine by two.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_002", "text": "Divide nine by two.", "turn_id": 137, "word_count": 4}, {"action": {"confidence": 0.8, "explanation": "Teacher connects the computation to the prior nine, summarizing the reasoning.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Divided nine by two. Okay, so the nine that was here before, fantastic. Alright, scarecrow erase.", "turn_id": 138, "word_count": 16}, {"action": {"confidence": 0.78, "explanation": "Playful comment while telling scarecrow to erase.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_024", "text": "Erase everything, big brain.", "turn_id": 139, "word_count": 4}, {"action": {"confidence": 0.96, "explanation": "Joking about scarecrows having brains; clearly playful/off-task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_024", "text": "No, the scarecrows actually has a brain. Like every scarecrow does. Oh, no.", "turn_id": 140, "word_count": 13}, {"action": {"confidence": 0.52, "explanation": "Filler turn 'Okay, so. Um.' marking readiness to continue.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_011", "text": "Okay, so. Um.", "turn_id": 141, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Student asks who will be the scarecrow, managing participation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_024", "text": "Who's the, who's the scarecrow?", "turn_id": 142, "word_count": 5}, {"action": {"confidence": 0.99, "explanation": "Teacher calls for a new scarecrow.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Alright new scarecrow.", "turn_id": 143, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Student maps a half-piece to value six.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "With half, that would be six.", "turn_id": 144, "word_count": 6}, {"action": {"confidence": 0.88, "explanation": "Peer briefly echoes/accepts 'Six.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "Six.", "turn_id": 145, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "Student repeats 'Six,' confirming the mapping.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Six.", "turn_id": 146, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Student checks the meaning/value assignment: 'That's six?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_005", "text": "That's six?", "turn_id": 147, "word_count": 2}, {"action": {"confidence": 0.75, "explanation": "Student identifies another region as one third of the half/shape.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "Six. I think that is one third of that.", "turn_id": 148, "word_count": 9}, {"action": {"confidence": 0.74, "explanation": "Student offers 'Two' as a tentative value for a part.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_024", "text": "Two.", "turn_id": 149, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Student proposes the set 'six, two, four.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_018", "text": "That would be six, two, four. Yeah, four. We got it, we got it, we got it!", "turn_id": 150, "word_count": 17}, {"action": {"confidence": 0.95, "explanation": "Celebratory repetition 'We got it!'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_024", "text": "We got it, we got it, we got it, we got it, we got it!", "turn_id": 151, "word_count": 15}, {"action": {"confidence": 0.83, "explanation": "Teacher pauses the group with 'hold on.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Okay, hold on.", "turn_id": 152, "word_count": 3}, {"action": {"confidence": 0.8, "explanation": "Student comments on needing to write/draw neatly on the workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "I need to write something beautiful, real quick.", "turn_id": 153, "word_count": 8}, {"action": {"confidence": 0.99, "explanation": "Teacher instructs them to verify that all prices add to 12.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Check to make sure your pieces add up to 12.", "turn_id": 154, "word_count": 10}, {"action": {"confidence": 0.81, "explanation": "Teacher notes that this case is trickier and not all groups agree, highlighting a task condition.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, now, this time, this cake was a little tricker, and everybody does not have the same answer.", "turn_id": 155, "word_count": 18}, {"action": {"confidence": 0.82, "explanation": "Student's 'Really?' asks for confirmation/clarification of the teacher's statement.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_031", "text": "Really?", "turn_id": 156, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Teacher directs attention to the fractional parts of the cake as the key relevant feature.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "I want you to think about the fractional parts of the cake.", "turn_id": 157, "word_count": 12}, {"action": {"confidence": 0.9, "explanation": "Student realizes their group failed to consider fractions, identifying the source of error.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_024", "text": "Oh, no. We didn't.", "turn_id": 158, "word_count": 4}, {"action": {"confidence": 0.7, "explanation": "Student still tentatively claims their answer might be right.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, we got it right, I think.", "turn_id": 159, "word_count": 7}, {"action": {"confidence": 0.7, "explanation": "Peer also claims the result is right, evaluating fit.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_005", "text": "Yeah, it's right.", "turn_id": 160, "word_count": 3}, {"action": {"confidence": 0.75, "explanation": "Student gives a reason based on one part being a third.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "I think it's right. Yeah, cause if this is a third. This is definitely a third.", "turn_id": 161, "word_count": 16}, {"action": {"confidence": 0.7, "explanation": "Teacher says 'We're getting closer,' a brief evaluative acknowledgment.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "We're getting closer.", "turn_id": 162, "word_count": 3}, {"action": {"confidence": 0.88, "explanation": "Teacher reports that two answers are correct and two incorrect, evaluating result fit.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Two are correct and two are incorrect.", "turn_id": 163, "word_count": 7}, {"action": {"confidence": 0.87, "explanation": "Teacher repeats the correctness split, continuing the evaluation.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, so two are correct and two are incorrect.", "turn_id": 164, "word_count": 9}, {"action": {"confidence": 0.77, "explanation": "Student signals uptake and readiness to adjust ('Okay so, okay, okay').", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Okay so, okay, okay.", "turn_id": 165, "word_count": 4}, {"action": {"confidence": 0.59, "explanation": "Student says 'I already get it,' indicating a change in understanding/approach.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_011", "text": "I already get it.", "turn_id": 166, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Student announces erasing current work to change the solution.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_018", "text": "I'm erasing this. Okay, so we got.", "turn_id": 167, "word_count": 7}, {"action": {"confidence": 0.87, "explanation": "Student redraws/labels 'three, three, six' and then moves to the next part on the shared representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_018", "text": "Boom, boom, three, three, six. Okay, 12. Yay. Now we got this.", "turn_id": 168, "word_count": 12}, {"action": {"confidence": 0.98, "explanation": "Teacher suggests using auxiliary dotted lines as a helpful method for seeing the structure.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Ah, there was some good thinking. You know what I loved, when group four came over to group three, they drew some, I'm going to call them auxiliary lines. So they drew some lines that weren't in the cake that helped them see. That's kind of like what you did before, you said if a line was there, if a line wasn't there. Remember when we talked about that? Yeah, so you can draw auxiliary lines to help you. When I draw auxiliary lines in a math problem, I make them dotted, so I know they're not part of the original. Just, just a little suggestion. Scarecrow, please erase, and new Scarecrow and new cake.", "turn_id": 169, "word_count": 115}, {"action": {"confidence": 0.8, "explanation": "Teacher remarks that the drawings look fancy, an evaluative side comment.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "They look very fancy.", "turn_id": 170, "word_count": 4}, {"action": {"confidence": 0.96, "explanation": "Teacher reminds students to take turns.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Take turns.", "turn_id": 171, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "Student says 'same thing' repeatedly, linking the new cake to an earlier solved pattern.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_011", "text": "That's same thing. Same thing. Same thing.", "turn_id": 172, "word_count": 7}, {"action": {"confidence": 0.78, "explanation": "Student maps a region as a third of another region/value.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "So I think that this is a third of this.", "turn_id": 173, "word_count": 10}, {"action": {"confidence": 0.76, "explanation": "Peer says 'Same thing, no,' rejecting the previous structural claim.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_011", "text": "Same thing, no.", "turn_id": 174, "word_count": 3}, {"action": {"confidence": 0.78, "explanation": "Student checks whether it really is the same thing.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_018", "text": "It is the same thing?", "turn_id": 175, "word_count": 5}, {"action": {"confidence": 0.86, "explanation": "Peer confirms 'Yeah, basically.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "Yeah, basically.", "turn_id": 176, "word_count": 2}, {"action": {"confidence": 0.84, "explanation": "Student asserts one part 'is definitely a six' and asks for a helpful drawing.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "Hold on. So, this is definitely a six. We know that. Try drawing the um...", "turn_id": 177, "word_count": 15}, {"action": {"confidence": 0.98, "explanation": "Student proposes '1.5' as a value.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_011", "text": "1.5.", "turn_id": 178, "word_count": 1}, {"action": {"confidence": 0.72, "explanation": "Student checks whether the peer means 1.5 for that part.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "1.5, you think?", "turn_id": 179, "word_count": 3}, {"action": {"confidence": 0.92, "explanation": "Peer confirms the proposed 1.5.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_011", "text": "Yeah.", "turn_id": 180, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Student says 'I don't think that's 1.5,' disputing the value.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_018", "text": "I don't think that's 1.5.", "turn_id": 181, "word_count": 5}, {"action": {"confidence": 0.84, "explanation": "Student asks to see the board/paper, managing access to the shared workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_011", "text": "Can I see this? Cause like.", "turn_id": 182, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Peer grants access with 'Yeah, okay.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, okay.", "turn_id": 183, "word_count": 2}, {"action": {"confidence": 0.54, "explanation": "Student gestures/explains 'Cause like... kinda,' attempting to show the rationale in the drawing.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_011", "text": "Kinda.", "turn_id": 184, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Student accepts the 1.5 idea and updates the rest to 4.5, concluding the answer.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, I see that, I see that. Okay, okay, okay, yeah, I see that. But, yeah, okay, that's 1.5 and this is 4.5. We got it.", "turn_id": 185, "word_count": 26}, {"action": {"confidence": 0.97, "explanation": "Playful self/peer praise, not new mathematical content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "We're so smart. Well I'm not, you are.", "turn_id": 186, "word_count": 8}, {"action": {"confidence": 0.96, "explanation": "Student asks who the new scarecrow should be.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Who's the new scarecrow? Who was the scarecrow last time?", "turn_id": 187, "word_count": 10}, {"action": {"confidence": 0.85, "explanation": "Student answers that they were the scarecrow last time.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_005", "text": "Me.", "turn_id": 188, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Student assigns the scarecrow role to a peer.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "You? So, you're the scarecrow this time.", "turn_id": 189, "word_count": 7}, {"action": {"confidence": 0.81, "explanation": "Teacher checks readiness and launches the next problem setup.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Are we good? Look, he's ready, he already drew the box. That's fantastic. Alright, here we go.", "turn_id": 190, "word_count": 17}, {"action": {"confidence": 0.98, "explanation": "Student gives drawing directions ('Draw a square... split it in half') while managing who is scarecrow.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Draw a square. Okay, three, three. Three, three. Three, three. You split it in half. No, here. Can I be scarecrow?", "turn_id": 191, "word_count": 21}, {"action": {"confidence": 0.62, "explanation": "Brief refusal 'No' about scarecrow role, mainly interactional.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_024", "text": "No.", "turn_id": 192, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Student continues directing how to split the drawing on the workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Okay, split it in half, and that's. Okay, whatever. Three, three. And split this in half.", "turn_id": 193, "word_count": 16}, {"action": {"confidence": 0.95, "explanation": "Peer instructs to split that part in half.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_005", "text": "Split that in half.", "turn_id": 194, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Student strategically adds lines and repartitions the square into equal parts to make the values visible.", "name": "decomposing_or_repartitioning_the_structure"}, "role": "student", "speaker_id": "student_018", "text": "Okay, so then this, this would be three and three, but that can't. So draw a line right here and right here. No right here, right here, just from here. No, no, no, here to here. Okay, so these are meant to be all equal squares. So these are all equal, and hold on can I be scarecrow for a sec? This... is three. This is all... three. So that is a... fourth, a fourth. What's a fourth of three? I think that's right, I don't know. What's a fourth of three? Go. A fourth of three.", "turn_id": 195, "word_count": 97}, {"action": {"confidence": 0.81, "explanation": "Peer asks 'What is it?' seeking the value of the quarter of three.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_005", "text": "Uh... What is it?", "turn_id": 196, "word_count": 4}, {"action": {"confidence": 0.99, "explanation": "Student explicitly asks 'What's a fourth of three?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_018", "text": "I don't know. What's a fourth of three?", "turn_id": 197, "word_count": 8}, {"action": {"confidence": 0.97, "explanation": "Student begins computing half of 1.5 and works through the decimal division.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "We're trying to figure that out later. This is 1.5. That would be, what's half of 1.5? Two, 1.5. Wait no, sorry, two goes into 15. I am so sorry, I'm so slow. Two goes into 15.", "turn_id": 198, "word_count": 37}, {"action": {"confidence": 0.66, "explanation": "Peer conditionally questions the assumption 'if that was 1.5,' checking the basis of the computation.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_011", "text": "You know if that was 1.5.", "turn_id": 199, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Student continues the decimal computation to reach 0.75.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "Give me time. Seven times, 0.7. 14, one... 0.75, yeah.", "turn_id": 200, "word_count": 10}, {"action": {"confidence": 0.97, "explanation": "Student states the computed values 0.75 and totals them.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "0.75, and after this is 0.75. 3.00. Seven, five.", "turn_id": 201, "word_count": 9}, {"action": {"confidence": 0.73, "explanation": "Teacher asks the scarecrow what they are doing on the workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Ah, nice. Scarecrow what are you doing?", "turn_id": 202, "word_count": 7}, {"action": {"confidence": 0.75, "explanation": "Student jokingly answers 'Math.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "Math.", "turn_id": 203, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "Teacher lightly accepts the joke and moves on.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, math. Alright.", "turn_id": 204, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Student reminds another they are not the scarecrow, managing roles.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_011", "text": "Wait you're not, you're not scarecrow.", "turn_id": 205, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Student claims the scarecrow role ('Now I am').", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Now I am.", "turn_id": 206, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Playful remark about scarecrows having no brain.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_024", "text": "Bro, scarecrow's supposed to have no brain.", "turn_id": 207, "word_count": 7}, {"action": {"confidence": 0.59, "explanation": "Student states a resulting value ('Two... perfect').", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_018", "text": "Two... perfect.", "turn_id": 208, "word_count": 2}, {"action": {"confidence": 0.77, "explanation": "Teacher checks whether everyone in the group understands/agrees with the solution.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Does everybody here in your group get that?", "turn_id": 209, "word_count": 8}, {"action": {"confidence": 0.76, "explanation": "Student asks peers if they get it, checking group alignment with the result.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "Yep, do you guys get it?", "turn_id": 210, "word_count": 6}, {"action": {"confidence": 0.88, "explanation": "Teacher asks if they really think that is the final answer.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "You think that's it?", "turn_id": 211, "word_count": 4}, {"action": {"confidence": 0.61, "explanation": "Student asserts confidence with 'Perfect.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Perfect.", "turn_id": 212, "word_count": 1}, {"action": {"confidence": 0.79, "explanation": "Student wants to see if it adds up, indicating a fit check.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_011", "text": "I wanna be add up.", "turn_id": 213, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Student initiates multiplication '75 times three.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "75 times three.", "turn_id": 214, "word_count": 3}, {"action": {"confidence": 0.77, "explanation": "Student says they are doing the math, continuing computation.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_011", "text": "Okay, I'm doing my math.", "turn_id": 215, "word_count": 5}, {"action": {"confidence": 0.91, "explanation": "Student asks why the peer is using multiplication, questioning the meaning of that step.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "Okay, I see what you're doing. Why you doing times?", "turn_id": 216, "word_count": 10}, {"action": {"confidence": 0.82, "explanation": "Student expresses confusion/frustration ('am I trippin').", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_011", "text": "Okay, um, wait am I trippin.", "turn_id": 217, "word_count": 6}, {"action": {"confidence": 0.72, "explanation": "Student remarks 'You're doing times,' focusing on the operation being used.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "You're doing times.", "turn_id": 218, "word_count": 3}, {"action": {"confidence": 0.64, "explanation": "Student states 'I'm confused now,' signaling need for clarification.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_011", "text": "0.75. Um, I'm confused now.", "turn_id": 219, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Student begins multiplying: 'Five times three is...'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "Five times three is.", "turn_id": 220, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Peer's 'Shut up... I'm tripping' is affective/social rather than math content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_011", "text": "Shut up. Um, okay, I'm tripping.", "turn_id": 221, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "Student echoes the playful affective comment 'You are tripping.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "You are tripping.", "turn_id": 222, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Student totals 1.5 and 2.25 to 3.75, then adds 2.25 to confirm it equals six, validating the solution.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_011", "text": "Okay so, this is um, um, um, what the heck, 1.5. Okay, so that's 3.75. Okay, so now we add the 2.25, which should equal six. Right? That is correct. So your thing is correct.", "turn_id": 223, "word_count": 35}, {"action": {"confidence": 0.79, "explanation": "Self-praise and note about making the square neater; mostly affective.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "I'm very smart. Now I'm just going to make this square neater.", "turn_id": 224, "word_count": 12}, {"action": {"confidence": 0.9, "explanation": "Teacher asks if the group is almost ready.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, you guys almost ready?", "turn_id": 225, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Student answers 'Yeah' to the readiness check.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "Yeah.", "turn_id": 226, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Student answers 'No' to the readiness check.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_033", "text": "No.", "turn_id": 227, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "Teacher informs class that one more group needs to finish, managing the activity flow.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, we have one more group to finish.", "turn_id": 228, "word_count": 8}, {"action": {"confidence": 0.92, "explanation": "Teacher publicly summarizes what a group did with the figure for the class.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Can I have eyeballs over here? This was interesting. So this group over here had this, and then they did this.", "turn_id": 229, "word_count": 21}, {"action": {"confidence": 0.74, "explanation": "Teacher 001 inserts 'At first' to support the public summary.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "At first, at first.", "turn_id": 230, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Teacher continues presenting the group's reasoning to the class and asks about a specific part.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "teacher", "speaker_id": "teacher_009", "text": "At first. But here was their reasoning. This has to be. What does this have to be, right here?", "turn_id": 231, "word_count": 19}, {"action": {"confidence": 0.97, "explanation": "Responder assigns the highlighted part the value three.", "name": "mapping_representation_to_values"}, "role": "unknown", "speaker_id": "unknown_033", "text": "Three.", "turn_id": 232, "word_count": 1}, {"action": {"confidence": 0.88, "explanation": "Teacher tests whether the remaining pieces could each be one.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Three. So can these each be one?", "turn_id": 233, "word_count": 7}, {"action": {"confidence": 0.84, "explanation": "Responder says 'No,' rejecting that possibility as wrong.", "name": "challenging_or_diagnosing_an_error"}, "role": "unknown", "speaker_id": "unknown_033", "text": "No.", "turn_id": 234, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher explains why each piece cannot be one: that would force a zero value and make no sense.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_009", "text": "No, because that would be zero, right? That doesn't make any sense. Yeah, that was really some good thinking that went on there. Scarecrow erase, new scarecrow. Number nine!", "turn_id": 235, "word_count": 29}, {"action": {"confidence": 0.9, "explanation": "Brief exclamation 'Oh!' reacting to the next problem.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_033", "text": "Oh!", "turn_id": 236, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Student asks if they are the new scarecrow.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_011", "text": "Am I the new scarecrow?", "turn_id": 237, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Student permits the peer to be scarecrow.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, you can be scarecrow.", "turn_id": 238, "word_count": 5}, {"action": {"confidence": 0.62, "explanation": "Filler start 'Okay, um...' acknowledging the role/task.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_011", "text": "Okay, um...", "turn_id": 239, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "Student directs the scarecrow to start drawing the square immediately.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Start drawing the square, right now.", "turn_id": 240, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Student identifies halves and maps half of six to three.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "Oh wait, this is. Hold on, we recognize that right? That is half and half. Okay, so that is... half of six, three. So, three.", "turn_id": 241, "word_count": 25}, {"action": {"confidence": 0.8, "explanation": "Peer objects: 'No this is not,' disputing the prior interpretation.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_011", "text": "No this is not.", "turn_id": 242, "word_count": 4}, {"action": {"confidence": 0.93, "explanation": "Student explains why those parts are each three and then 1.5 based on halves.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "Three, this would be three. Yes, cause this is half, three. This is half and this is half of six, three. 1.5, 1.5.", "turn_id": 243, "word_count": 23}, {"action": {"confidence": 0.93, "explanation": "Student asks who is scarecrow now, managing roles.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_011", "text": "Okay, okay. Are you the scarecrow now?", "turn_id": 244, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "Playful comment about scarecrows not thinking.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "Um, scarecrows can't think.", "turn_id": 245, "word_count": 4}, {"action": {"confidence": 0.93, "explanation": "Peer playfully questions the earlier scarecrow behavior.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_011", "text": "Oh, yeah, but how come you were math-y when you were a scarecrow.", "turn_id": 246, "word_count": 13}, {"action": {"confidence": 0.98, "explanation": "Student jokingly says they were the lion, not substantive math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "Because I was the lion. Rawr.", "turn_id": 247, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "Student assigns another part the value 1.5.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_011", "text": "That makes no sense. Um, this is 1.5 too.", "turn_id": 248, "word_count": 9}, {"action": {"confidence": 0.58, "explanation": "Student begins to accept the repeated value assignment ('That would be again').", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "That would be again. That would be.", "turn_id": 249, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "Peer states the value again: 1.5.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_011", "text": "1.5.", "turn_id": 250, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Student corrects the assignment from 1.5 to three for that part.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_018", "text": "No, yeah, that would be. No, this would be, this would be three. That would be three.", "turn_id": 251, "word_count": 17}, {"action": {"confidence": 0.76, "explanation": "Peer cycles through uncertainty and then agrees.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_011", "text": "Oh, yeah. No, yes, no, yes, yes, yes, yes, yes. Okay, okay, okay, okay.", "turn_id": 252, "word_count": 14}, {"action": {"confidence": 0.96, "explanation": "Student computes/states the smaller values as 0.75 and 0.75.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "This would be 0.75, 0.75.", "turn_id": 253, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Student totals to 2.25 and declares completion.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "2.25. We finished.", "turn_id": 254, "word_count": 3}, {"action": {"confidence": 0.92, "explanation": "Student sums 'one, three, six, nine, 12' to verify the answer fits the total.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_011", "text": "One, three. Three, six, nine, 12. Okay.", "turn_id": 255, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "Self-evaluative celebration that they are smart/not stupid.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, we're good. We're smart. We're not stupid. I think we got it right.", "turn_id": 256, "word_count": 14}, {"action": {"confidence": 0.87, "explanation": "Teacher asks whether the group is ready/done.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Are we good?", "turn_id": 257, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Student confirms readiness.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, we're good.", "turn_id": 258, "word_count": 3}, {"action": {"confidence": 0.75, "explanation": "Teacher comments that all groups seem good, an evaluative observation.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "I think they're all good.", "turn_id": 259, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Teacher announces the last cake/problem and scarecrow change.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, one more, one more cake. Scarecrow erase, last scarecrow.", "turn_id": 260, "word_count": 10}, {"action": {"confidence": 0.96, "explanation": "Student argues it is their turn to be scarecrow.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "It's my turn cause you were the last scarecrow.", "turn_id": 261, "word_count": 9}, {"action": {"confidence": 0.96, "explanation": "Peer objects about scarecrow turns, managing participation fairness.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_011", "text": "No, but you did it three times.", "turn_id": 262, "word_count": 7}, {"action": {"confidence": 0.93, "explanation": "Social retort 'So what.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "So what.", "turn_id": 263, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "Peer proposes whose turn it should be instead.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_011", "text": "So, technically it's her or her's turn.", "turn_id": 264, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Student asks another peer if they want to be scarecrow.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Too bad, so sad. Do you wanna be scarecrow?", "turn_id": 265, "word_count": 9}, {"action": {"confidence": 0.94, "explanation": "Peer declines with 'No.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "No.", "turn_id": 266, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Student asks another peer if they want the role.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "No. Do you?", "turn_id": 267, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Peer declines again.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "No.", "turn_id": 268, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Student asks yet another peer if they want to do it.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Do you want to?", "turn_id": 269, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Peer declines.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "No.", "turn_id": 270, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Student concludes that they will be the scarecrow.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Okay, then I'm it.", "turn_id": 271, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Peer says they want to do it, negotiating the role.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_011", "text": "I wanna do.", "turn_id": 272, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Student refuses and enforces turn-taking rules.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "No, you can't do two in a row. You can't do two in a row. Okay, okay, okay, okay.", "turn_id": 273, "word_count": 19}, {"action": {"confidence": 0.72, "explanation": "Student notes that ten is the last number/problem in the sequence.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_024", "text": "I think ten's the last number.", "turn_id": 274, "word_count": 6}, {"action": {"confidence": 0.88, "explanation": "Student confirms it is the last one.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, it is the last one.", "turn_id": 275, "word_count": 6}, {"action": {"confidence": 0.55, "explanation": "Student begins identifying the pieces to value ('these are each...').", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_018", "text": "Okay, so these are each...", "turn_id": 276, "word_count": 5}, {"action": {"confidence": 0.92, "explanation": "Student claims a region adds up to three and interprets it as about a third.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "So this would all add up. This would all add up to three, right here, right? So this is about a third, right?", "turn_id": 277, "word_count": 23}, {"action": {"confidence": 0.71, "explanation": "Peer tentatively agrees ('I think').", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "I think.", "turn_id": 278, "word_count": 2}, {"action": {"confidence": 0.9, "explanation": "Student computes a third of three as one and assigns repeated ones/twos.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "So a third of three is one, one, one, one. Two, two, two, two. Do you guys agree with this?", "turn_id": 279, "word_count": 20}, {"action": {"confidence": 0.94, "explanation": "Peer agrees with the proposed work.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "Yeah.", "turn_id": 280, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "Student asks whether the part really looks like a third based on the lines.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "That looks like about a third, what do you think? See what the lines say.", "turn_id": 281, "word_count": 15}, {"action": {"confidence": 0.95, "explanation": "Peer asks to use the marker.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_011", "text": "Can I use the marker?", "turn_id": 282, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Student refuses access to the marker/workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "No.", "turn_id": 283, "word_count": 1}, {"action": {"confidence": 0.81, "explanation": "Peer asks to check the student's work, indicating verification.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_011", "text": "Let me check your work.", "turn_id": 284, "word_count": 5}, {"action": {"confidence": 0.91, "explanation": "Student relents and talks about erasing the board.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Okay, fine, fine, fine, fine. I'm gonna erase this though. Oh my God.", "turn_id": 285, "word_count": 13}, {"action": {"confidence": 0.83, "explanation": "Peer asks 'What?' seeking clarification of the erase comment.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_011", "text": "What?", "turn_id": 286, "word_count": 1}, {"action": {"confidence": 0.7, "explanation": "Student comments on trying to draw a good square, mostly expressive/workspace-related chatter.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "Trying to draw a good square.", "turn_id": 287, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "Peer says 'Let me do the work,' seeking control of the shared work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_011", "text": "Okay, um... Okay, um.... Let me do the work.", "turn_id": 288, "word_count": 9}, {"action": {"confidence": 0.72, "explanation": "Student grants it and claims they finished.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Do the work. We finished.", "turn_id": 289, "word_count": 5}, {"action": {"confidence": 0.64, "explanation": "Peer questions whether they really finished, checking status/correctness.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_011", "text": "Uh, did we? Okay, um...", "turn_id": 290, "word_count": 5}, {"action": {"confidence": 0.52, "explanation": "Filler hesitation 'Wait... Okay, um.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_011", "text": "Wait... Okay, um.", "turn_id": 291, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Peer tells another to move away and not touch the workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_011", "text": "Um, okay, um, um, what the heck. Move that, you're not supposed to be touching that.", "turn_id": 292, "word_count": 16}, {"action": {"confidence": 0.98, "explanation": "Teacher reinforces the rule not to touch the board/workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "You're not allowed to touch that. You're not allowed to touch that.", "turn_id": 293, "word_count": 12}, {"action": {"confidence": 0.91, "explanation": "Student asks for clarification about the rule ('We aren't?').", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_018", "text": "We aren't?", "turn_id": 294, "word_count": 2}, {"action": {"confidence": 0.84, "explanation": "Teacher asks how they know what a particular region/fraction is.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "How do we know that this is.", "turn_id": 295, "word_count": 7}, {"action": {"confidence": 0.82, "explanation": "Student explains their current assumption: it looks like about a third.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "Because this is about a third, I think.", "turn_id": 296, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "Teacher rejects that interpretation with 'No.'", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_009", "text": "No.", "turn_id": 297, "word_count": 1}, {"action": {"confidence": 0.83, "explanation": "Student accepts the correction and withdraws the 'third' idea.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_018", "text": "That ain't a third? Okay.", "turn_id": 298, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Teacher stops the student from erasing the work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, no, don't erase.", "turn_id": 299, "word_count": 4}, {"action": {"confidence": 0.99, "explanation": "Teacher states the key geometric constraint: in this fourth, the triangles are congruent.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "In this fourth of the cake, these triangles are all congruent.", "turn_id": 300, "word_count": 11}, {"action": {"confidence": 0.9, "explanation": "Student infers from that that the congruent pieces would each be one.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "So that would be one, one, one.", "turn_id": 301, "word_count": 7}, {"action": {"confidence": 0.98, "explanation": "Teacher repeats the congruent-triangles feature as the important task condition.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So in this part of the cake, those triangles are congruent.", "turn_id": 302, "word_count": 11}, {"action": {"confidence": 0.66, "explanation": "Student says they do not see it and tentatively states a value, signaling need for help.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_018", "text": "Yeah... I don't see it, so this would be one.", "turn_id": 303, "word_count": 10}, {"action": {"confidence": 0.95, "explanation": "Teacher asks whether that whole highlighted region is a fourth of the cake.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So this is a fourth of the cake, right? This part.", "turn_id": 304, "word_count": 11}, {"action": {"confidence": 0.95, "explanation": "Student confirms the fraction identification.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Yeah.", "turn_id": 305, "word_count": 1}, {"action": {"confidence": 0.99, "explanation": "Teacher asks how much that fourth is worth.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "How much is that?", "turn_id": 306, "word_count": 4}, {"action": {"confidence": 0.99, "explanation": "Student answers that the fourth would be three.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "That'd be three.", "turn_id": 307, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Teacher briefly accepts the value.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay.", "turn_id": 308, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Student assigns the congruent parts as 'one, one, one.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "And this would be one, one, one.", "turn_id": 309, "word_count": 7}, {"action": {"confidence": 0.87, "explanation": "Teacher points out that interpretation would make one part four, indicating the flaw.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_009", "text": "And that would be one, that would be four.", "turn_id": 310, "word_count": 9}, {"action": {"confidence": 0.82, "explanation": "Student clarifies they meant the larger region without a line would be three.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "No, I'm saying like without this line. It would be three.", "turn_id": 311, "word_count": 11}, {"action": {"confidence": 0.63, "explanation": "Teacher tells the student to think about that implication, prompting a revised approach.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So think about that.", "turn_id": 312, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Student acknowledges the prompt with 'Okay.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Okay.", "turn_id": 313, "word_count": 1}, {"action": {"confidence": 0.89, "explanation": "Student suggests all four large parts are three.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_011", "text": "Wait, this is three, this is three, this is three. This is three.", "turn_id": 314, "word_count": 13}, {"action": {"confidence": 0.86, "explanation": "Peer agrees that those are all three.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, that's all three.", "turn_id": 315, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Student notes that this totals 12, checking the sum constraint.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_011", "text": "That's 12.", "turn_id": 316, "word_count": 2}, {"action": {"confidence": 0.91, "explanation": "Teacher affirms that the sum is indeed 12.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Right.", "turn_id": 317, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Student notes that adding to 12 alone does not guarantee correctness, evaluating adequacy of the check.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "Just because it adds up to 12, doesn't mean it's right.", "turn_id": 318, "word_count": 11}, {"action": {"confidence": 0.84, "explanation": "Student proposes a more refined value '2.25 or something.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_011", "text": "I don't know. It should be like 2.25 or something.", "turn_id": 319, "word_count": 10}, {"action": {"confidence": 0.87, "explanation": "Student assigns the four larger sections as three each.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "Let's see what we think. This is three, three, three, three. Got it?", "turn_id": 320, "word_count": 13}, {"action": {"confidence": 0.94, "explanation": "Peer agrees.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_011", "text": "Yeah.", "turn_id": 321, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Student proposes the smaller values '0.75 and 2.25.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_011", "text": "I think this is 0.75 and this is 2.25.", "turn_id": 322, "word_count": 9}, {"action": {"confidence": 0.84, "explanation": "Student asks 'You sure?' to test confidence in that proposed assignment.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "You sure?", "turn_id": 323, "word_count": 2}, {"action": {"confidence": 0.93, "explanation": "Peer confirms certainty.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_011", "text": "Yeah. I am sure.", "turn_id": 324, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Teacher reminds them of the earlier/familiar 'four congruent triangles' case to reuse that idea.", "name": "reusing_a_previous_case_or_pattern"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Do you remember the four congruent triangles?.", "turn_id": 325, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "Student indicates they remember.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Yeah.", "turn_id": 326, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher states that the whole referenced region is worth three.", "name": "mapping_representation_to_values"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, so this whole thing is three.", "turn_id": 327, "word_count": 7}, {"action": {"confidence": 0.98, "explanation": "Student initiates the needed division: 'Three divided by four.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "Hold on, hold on. Three divided by four.", "turn_id": 328, "word_count": 8}, {"action": {"confidence": 0.94, "explanation": "Teacher asks for the decimal representation of three-fourths.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "What's three fourths as a, as a decimal?", "turn_id": 329, "word_count": 8}, {"action": {"confidence": 0.7, "explanation": "Student says they are trying to figure it out, marking receipt of the prompt.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Um, I'm trying to figure that out.", "turn_id": 330, "word_count": 7}, {"action": {"confidence": 0.86, "explanation": "Teacher clarifies that it is 'three quarters,' identifying the quantity to interpret.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, it's three quarters.", "turn_id": 331, "word_count": 4}, {"action": {"confidence": 0.92, "explanation": "Student states the plan: figure out the decimal value of three-fourths/one-fourth.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_018", "text": "Oh, okay. So, we just have to figure out what three fourths is in one fourth is.", "turn_id": 332, "word_count": 17}, {"action": {"confidence": 0.95, "explanation": "Teacher prompts peers to help out, directing participation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Hey, help out, help out.", "turn_id": 333, "word_count": 5}], "word_count": 2557}
{"day": 1, "grade_band": "5-6", "session_id": "conv_004", "speaker_count": 12, "speakers": [{"role": "student", "speaker_id": "student_002"}, {"role": "student", "speaker_id": "student_006"}, {"role": "student", "speaker_id": "student_008"}, {"role": "student", "speaker_id": "student_018"}, {"role": "student", "speaker_id": "student_026"}, {"role": "student", "speaker_id": "student_027"}, {"role": "student", "speaker_id": "student_030"}, {"role": "student", "speaker_id": "student_031"}, {"role": "student", "speaker_id": "student_1005"}, {"role": "teacher", "speaker_id": "teacher_001"}, {"role": "teacher", "speaker_id": "teacher_009"}, {"role": "unknown", "speaker_id": "unknown_033"}], "task_id": "bakers_cake", "task_name": "Baker's Cake", "turn_count": 263, "turns": [{"action": {"confidence": 0.95, "explanation": "Teacher frames the task: figure out cake prices and be able to explain reasoning.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So your job, the scarecrow is going to draw the cake on the board, and you need to figure out how much you think we should charge for each piece of cake? And you know, have to be able to explain that. Alright, the teacher, you ready?", "turn_id": 1, "word_count": 47}, {"action": {"confidence": 0.87, "explanation": "Teacher introduces the first cake/problem instance.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Here's the first cake.", "turn_id": 2, "word_count": 4}, {"action": {"confidence": 0.74, "explanation": "Brief evaluative comment ('Easy') about the problem difficulty, not substantive math.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Easy.", "turn_id": 3, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "Teacher marks the problem as 'Day one,' situating the activity phase.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Day one. Yes?", "turn_id": 4, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Student asks how many slices are in each cake picture.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_031", "text": "How many slices of cake are in each?", "turn_id": 5, "word_count": 8}, {"action": {"confidence": 0.82, "explanation": "Teacher explains that the number of slices depends on the picture shown.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "It depends on the picture we're going to show you. Everyday he just decides, I'm going to do something different.", "turn_id": 6, "word_count": 20}, {"action": {"confidence": 0.85, "explanation": "Student says 'Ok, let's see,' a brief uptake before proceeding.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "Ok, let's see, let's see.", "turn_id": 7, "word_count": 5}, {"action": {"confidence": 0.84, "explanation": "Teacher transitions the class to the next shown picture.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Let's change it up everyday. Here we go, ready?", "turn_id": 8, "word_count": 9}, {"action": {"confidence": 0.73, "explanation": "Another quick evaluative comment ('easy one') about problem difficulty.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, easy one.", "turn_id": 9, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Student proposes '$3' as an answer for a piece.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_030", "text": "$3.", "turn_id": 10, "word_count": 1}, {"action": {"confidence": 0.86, "explanation": "Student rejects the proposed '$3' with 'Oh, no.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_006", "text": "Oh, no.", "turn_id": 11, "word_count": 2}, {"action": {"confidence": 0.56, "explanation": "Student restates and defends the answer '$3' after challenge.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_030", "text": "No, it's $3.", "turn_id": 12, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Student assigns values to piece types: long piece six, smaller pieces three.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "The long one is six, and... Yeah, the long one is six and the smaller ones are three.", "turn_id": 13, "word_count": 18}, {"action": {"confidence": 0.96, "explanation": "Student combines the assigned values to total 12.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_006", "text": "Okay so, six and three. So that's 12.", "turn_id": 14, "word_count": 8}, {"action": {"confidence": 0.98, "explanation": "Student asks whether all slices must be equal in size/value.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "Wait, does it have to be equal? Do all the slices have to be like equal?", "turn_id": 15, "word_count": 16}, {"action": {"confidence": 0.8, "explanation": "Brief answer 'No' to the clarification question.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_026", "text": "No.", "turn_id": 16, "word_count": 1}, {"action": {"confidence": 0.63, "explanation": "Teacher checks whether anyone has come over, managing interaction/presentation flow.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Alright, did we come up, has anyone come to you?", "turn_id": 17, "word_count": 10}, {"action": {"confidence": 0.8, "explanation": "Student gives a brief response 'No' to teacher's check-in.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_026", "text": "No.", "turn_id": 18, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Teacher requests students' thinking: 'tell me your thinking.'", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Alright, tell me you're thinking.", "turn_id": 19, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Student explains value relations using fractional size comparisons among pieces.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "Because these are half of those. Wait, that one's. Um, these are two times, no. That one's two times each of these.", "turn_id": 20, "word_count": 22}, {"action": {"confidence": 0.95, "explanation": "Teacher states the key constraint that the picture is not drawn to scale.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Okay. Picture not drawn to scale, correct? Do you know what I mean by that? Okay, yeah, you're good.", "turn_id": 21, "word_count": 19}, {"action": {"confidence": 0.96, "explanation": "Teacher says 'Freeze please,' directing class behavior.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, alright. Freeze please.", "turn_id": 22, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Teacher asks what fraction of the cake the big piece represents.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Tell me what fractional part of the cake, the big piece is.", "turn_id": 23, "word_count": 12}, {"action": {"confidence": 0.95, "explanation": "Student maps the big piece to the value 'a half' of the cake.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_030", "text": "A half.", "turn_id": 24, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "Teacher instructs students to hand marker to a new scarecrow.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Hand the marker to a new scarecrow.", "turn_id": 25, "word_count": 7}, {"action": {"confidence": 0.75, "explanation": "Teacher checks readiness before next problem.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Are you ready?", "turn_id": 26, "word_count": 3}, {"action": {"confidence": 0.88, "explanation": "Teacher introduces 'day three,' a new cake/problem.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Here we go. Here's day three.", "turn_id": 27, "word_count": 6}, {"action": {"confidence": 0.91, "explanation": "Student assigns values to pieces: six and three, three.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_006", "text": "Six, and three, three.", "turn_id": 28, "word_count": 4}, {"action": {"confidence": 0.96, "explanation": "Student notes this cake is the same as a previous one.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_026", "text": "Oh, it's the same.", "turn_id": 29, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Student explicitly says 'Same thing,' invoking the earlier case.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_006", "text": "Same thing. Same as day three.", "turn_id": 30, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Again identifies current cake as same as prior problem.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_026", "text": "It's the same thing.", "turn_id": 31, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Peer asks why it is the same thing.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1005", "text": "Now, why is it the same thing?", "turn_id": 32, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "Student justifies sameness by rotation and unchanged fractions.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "It's just like turned basically. That one's still half and the other ones are still a fourth.", "turn_id": 33, "word_count": 17}, {"action": {"confidence": 0.76, "explanation": "Peer questions the rotation argument with an alternative orientation.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1005", "text": "So if it was turned, wouldn't it be like this instead?", "turn_id": 34, "word_count": 11}, {"action": {"confidence": 0.63, "explanation": "Brief 'No, like' pushes back on the peer's interpretation.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_006", "text": "No, like.", "turn_id": 35, "word_count": 2}, {"action": {"confidence": 0.94, "explanation": "Peer asks 'What are we turning?' seeking clearer interpretation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1005", "text": "What are we turning?", "turn_id": 36, "word_count": 4}, {"action": {"confidence": 0.69, "explanation": "Student gestures/describes prior orientation ('this was like this') to model the shape.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_006", "text": "This was like this.", "turn_id": 37, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Student explains that the fractions remain one-half and one-fourth despite orientation changes.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "It's still half like the other one. That's still half, and that's still like each one fourth. So, nothing changed, except like the way it was shown.", "turn_id": 38, "word_count": 27}, {"action": {"confidence": 0.93, "explanation": "Teacher explicitly asks whether they used the previous answer to get this one quickly.", "name": "reusing_a_previous_case_or_pattern"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So, did you use your answer from the last problem to get this one, like, bam, bam, bam? Interesting.", "turn_id": 39, "word_count": 19}, {"action": {"confidence": 0.99, "explanation": "Student asks about snack, unrelated to the math work.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_026", "text": "Wait, we have snack right?", "turn_id": 40, "word_count": 5}, {"action": {"confidence": 0.93, "explanation": "Student proposes values 'nine and three' for the pieces.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_006", "text": "Nine. It's nine and, nine and three. Nine and three. Nine and three.", "turn_id": 41, "word_count": 13}, {"action": {"confidence": 0.79, "explanation": "Student accepts the proposed values: 'Oh yeah, nine and three.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_026", "text": "Oh yeah, nine and three.", "turn_id": 42, "word_count": 5}, {"action": {"confidence": 0.79, "explanation": "Brief closure 'Done' signals receipt/completion without new math.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "Done.", "turn_id": 43, "word_count": 1}, {"action": {"confidence": 0.99, "explanation": "Student comments about expecting coding rather than math; off-task commentary.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_006", "text": "I thought we were going to be like coding and stuff, not math. This is basically new summer school.", "turn_id": 44, "word_count": 19}, {"action": {"confidence": 0.9, "explanation": "Teacher asks how they knew the little piece is three, focusing on its meaning.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Alright, so, now everybody's getting pretty fast. How did you know that little piece is three?", "turn_id": 45, "word_count": 16}, {"action": {"confidence": 0.98, "explanation": "Playful response 'Because we're smart' rather than mathematical explanation.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "Because we're smart.", "turn_id": 46, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Teacher redirects to ask what fraction of the cake the little piece is.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, how do you know that little piece is three? How much of the cake is it?", "turn_id": 47, "word_count": 17}, {"action": {"confidence": 0.96, "explanation": "Student identifies the piece as 'a fourth.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_030", "text": "A fourth.", "turn_id": 48, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Teacher asks for explanation of how the nine was obtained.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "It's a fourth of the cake. Exactly, that's a fourth. Tell me how you got the nine. Tell me how you got the nine. Yeah.", "turn_id": 49, "word_count": 25}, {"action": {"confidence": 0.87, "explanation": "Student explains deriving nine from the whole 12 and the known fourth worth three.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "Okay, so, so, if we do, if we know that's one fourth of it, and so, you do minus 12 by three. So you get nine because that's three and that's nine. Add them, that'll be 12.", "turn_id": 50, "word_count": 37}, {"action": {"confidence": 0.78, "explanation": "Teacher invites alternative reasoning: 'anybody think it differently?'", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, anybody think it differently?", "turn_id": 51, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "Teacher directs erasing and new scarecrow for next problem.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, scarecrow erase, new scarecrow. Here we go. Oh, these get harder, believe me.", "turn_id": 52, "word_count": 14}, {"action": {"confidence": 0.89, "explanation": "Student reacts to the new figure: 'what is that?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_026", "text": "How many? Oh, this is... what is that?", "turn_id": 53, "word_count": 8}, {"action": {"confidence": 0.76, "explanation": "Student begins assigning a value ('that's still three') to part of the new cake.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "So, that's still three. Oh, wait I can't talk.", "turn_id": 54, "word_count": 9}, {"action": {"confidence": 0.8, "explanation": "Brief permission/uptake: 'You can.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "You can.", "turn_id": 55, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "Student proposes piece values 'Three and 4.5, 4.5.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_030", "text": "Oh, wait. I think I know it. Three. Three and 4.5. 4.5.", "turn_id": 56, "word_count": 12}, {"action": {"confidence": 0.84, "explanation": "Peer's 'What?' requests explanation of the proposed numbers.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "What?", "turn_id": 57, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Peer asks why the answer is a decimal.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1005", "text": "Decimal? Now, why is it a decimal?", "turn_id": 58, "word_count": 7}, {"action": {"confidence": 0.68, "explanation": "Student admits uncertainty: 'Uh, I don't know.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Uh, I don't know.", "turn_id": 59, "word_count": 4}, {"action": {"confidence": 0.85, "explanation": "Peer challenges the 4.5 choice by contrasting with 5.5.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1005", "text": "Why 4.5? Why not 5.5?", "turn_id": 60, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Student tests 5.5 against the total, showing it would make 14.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_006", "text": "Because 5.5 would be ten... No, eleven. Plus three would be 14.", "turn_id": 61, "word_count": 12}, {"action": {"confidence": 0.79, "explanation": "Peer proposes an alternative assignment to question the current one.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1005", "text": "So why wouldn't this be 5.5, 5.5, 1.", "turn_id": 62, "word_count": 8}, {"action": {"confidence": 0.51, "explanation": "Incomplete 'Because...' starts but does not develop substantive reasoning.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Because...", "turn_id": 63, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Teacher asks what the written '$4.50' means/what kind of number it is.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, freeze please... We know that little corner is three. We've had that a lot right? This group was fast. They wrote 3, 4.5, 4.5. What kind of, what is that $4.05? What is that?", "turn_id": 64, "word_count": 35}, {"action": {"confidence": 0.82, "explanation": "Student clarifies the notation as '$4.50.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_027", "text": "$4.50", "turn_id": 65, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Teacher asks how they knew 4.50 so quickly.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, $4.50. Oh, okay. How did you know it was 4.50 so quickly? How did you guys know?", "turn_id": 66, "word_count": 18}, {"action": {"confidence": 0.95, "explanation": "Student gives the computation used: divide nine by two.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_002", "text": "Divide nine by two.", "turn_id": 67, "word_count": 4}, {"action": {"confidence": 0.82, "explanation": "Teacher restates and validates that 4.50 came from halving the previous nine.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Divided nine by two. Okay, so the nine that was here before, fantastic. Alright, scarecrow erase.", "turn_id": 68, "word_count": 16}, {"action": {"confidence": 0.95, "explanation": "Student directs erasing and notes a new scarecrow.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_006", "text": "Erase everything. We have a new scarecrow now.", "turn_id": 69, "word_count": 8}, {"action": {"confidence": 0.96, "explanation": "Student tells peer not to erase something on the board.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_026", "text": "Don't erase that.", "turn_id": 70, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Student directs peer to 'just write.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_026", "text": "Yeah, just write.", "turn_id": 71, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Student talks through erasing/writing actions on shared workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_006", "text": "Okay, I'm just gonna erase it. Okay, are we supposed to write?", "turn_id": 72, "word_count": 12}, {"action": {"confidence": 0.95, "explanation": "Student assigns a value of 1.5 to a piece.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "That's 1.5.", "turn_id": 73, "word_count": 2}, {"action": {"confidence": 0.87, "explanation": "Teacher introduces a 'harder problem' and new scarecrow.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Alright new scarecrow, harder problem.", "turn_id": 74, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Student assigns 'that's six' to a piece.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_030", "text": "That's six.", "turn_id": 75, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Student again maps a piece to 1.5.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "That's 1.5. I know that.", "turn_id": 76, "word_count": 5}, {"action": {"confidence": 0.86, "explanation": "Peer asks 'This one?' to identify which piece is being valued.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "This one?", "turn_id": 77, "word_count": 2}, {"action": {"confidence": 0.94, "explanation": "Student assigns another piece the value six.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_030", "text": "And then that's six.", "turn_id": 78, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Student proposes the remaining piece would be 4.5 again.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "And then six. So that would be 4.5, again. I'm pretty sure, yeah.", "turn_id": 79, "word_count": 13}, {"action": {"confidence": 0.64, "explanation": "Student says 'It's just right,' indicating the values fit the whole.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_026", "text": "It's just right.", "turn_id": 80, "word_count": 3}, {"action": {"confidence": 0.64, "explanation": "Another student echoes that the proposed values fit.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_030", "text": "It's just right.", "turn_id": 81, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Peer asks what the whole equals.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1005", "text": "So, okay. As a whole it equals what?", "turn_id": 82, "word_count": 8}, {"action": {"confidence": 0.88, "explanation": "Student states the whole cake equals 12.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_006", "text": "12.", "turn_id": 83, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Peer explains that one region is half, so it must be six of the total 12.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1005", "text": "12. So we know that this is half. That's six.", "turn_id": 84, "word_count": 10}, {"action": {"confidence": 0.91, "explanation": "Student maps both major regions to six.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_006", "text": "This is six and this is six.", "turn_id": 85, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Peer asks where 1.5 and 4.5 came from.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1005", "text": "But so, where do you get 1.5 and 4.5?", "turn_id": 86, "word_count": 9}, {"action": {"confidence": 0.82, "explanation": "Student explains 1.5 as half of one-fourth, connecting to the six-half relation.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "Cause we know this is half of one fourth, and that's six, so.", "turn_id": 87, "word_count": 13}, {"action": {"confidence": 0.95, "explanation": "Peer asks what exactly is being treated as half of one fourth.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1005", "text": "Wait, wait, wait, wait, you know what is half of one fourth?", "turn_id": 88, "word_count": 12}, {"action": {"confidence": 0.73, "explanation": "Student identifies the specific piece being discussed.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "That one.", "turn_id": 89, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "Peer asks how they know that piece is half of one fourth.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1005", "text": "How do you know that's half of one fourth?", "turn_id": 90, "word_count": 9}, {"action": {"confidence": 0.72, "explanation": "Student begins explaining using a reconstructed whole-piece relation.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_030", "text": "Because like, because like this would be um...", "turn_id": 91, "word_count": 8}, {"action": {"confidence": 0.88, "explanation": "Peer states the reference quantity as 'a fourth of the 12.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1005", "text": "A fourth of the 12.", "turn_id": 92, "word_count": 5}, {"action": {"confidence": 0.92, "explanation": "Brief confirmation 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Yeah.", "turn_id": 93, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Peer asks what one fourth equals numerically.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1005", "text": "And what did one fourth equal?", "turn_id": 94, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Student computes from one fourth being three, then divides by two.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_030", "text": "Uh, uh, three. So then three divided by two.", "turn_id": 95, "word_count": 9}, {"action": {"confidence": 0.92, "explanation": "Peer asks how they got the other number again.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1005", "text": "Okay, and so how did we get this number again?", "turn_id": 96, "word_count": 10}, {"action": {"confidence": 0.79, "explanation": "Student explains they combined parts to make a larger region.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_030", "text": "We just like made these. We added these two and...", "turn_id": 97, "word_count": 10}, {"action": {"confidence": 0.75, "explanation": "Student adds that the combining was to make it equal the needed amount.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "To make it equal.", "turn_id": 98, "word_count": 4}, {"action": {"confidence": 0.89, "explanation": "Peer summarizes: then you subtracted from the whole of 12.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1005", "text": "And so you subtracted from the whole of 12. Okay, excellent.", "turn_id": 99, "word_count": 11}, {"action": {"confidence": 0.89, "explanation": "Teacher notes not all groups have same answer and urges thinking about fractional parts to evaluate correctness.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, now, this time, this cake was a little tricker, and everybody does not have the same answer.", "turn_id": 100, "word_count": 18}, {"action": {"confidence": 0.66, "explanation": "Student reacts with surprise: 'Really?'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_031", "text": "Really?", "turn_id": 101, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Teacher points students to the key constraint: fractional parts of the cake.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "I want you to think about the fractional parts of the cake.", "turn_id": 102, "word_count": 12}, {"action": {"confidence": 0.72, "explanation": "Teacher says 'We're getting closer,' an evaluative encouragement.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_009", "text": "We're getting closer.", "turn_id": 103, "word_count": 3}, {"action": {"confidence": 0.88, "explanation": "Teacher states that two answers are correct and two incorrect, evaluating solution fit.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Two are correct and two are incorrect.", "turn_id": 104, "word_count": 7}, {"action": {"confidence": 0.71, "explanation": "Teacher repeats the correctness split just stated.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, so two are correct and two are incorrect.", "turn_id": 105, "word_count": 9}, {"action": {"confidence": 0.73, "explanation": "Student notes that teacher said their group's answer was correct.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_026", "text": "He said ours was correct.", "turn_id": 106, "word_count": 5}, {"action": {"confidence": 0.72, "explanation": "Student talks about who drew and who has the marker.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_026", "text": "Wait, you drew it right? Oh wait, yeah you have the marker.", "turn_id": 107, "word_count": 12}, {"action": {"confidence": 0.99, "explanation": "Student comments again about expecting AI/coding, not math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_006", "text": "I thought this was gonna be like, I thought we were gonna use AI, and I was like oh, are we gonna use coding.", "turn_id": 108, "word_count": 24}, {"action": {"confidence": 0.99, "explanation": "Continues off-task complaint about not doing coding yet.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_026", "text": "It said math plus coding. We haven't code anything.", "turn_id": 109, "word_count": 9}, {"action": {"confidence": 0.96, "explanation": "Teacher describes drawing auxiliary lines to split the cake into helpful parts.", "name": "decomposing_or_repartitioning_the_structure"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Ah, there was some good thinking. You know what I loved, when group four came over to group three, they drew some, I'm going to call them auxiliary lines. So they drew some lines that weren't in the cake that helped them see. That's kind of like what you did before, you said if a line was there, if a line wasn't there. Remember when we talked about that? Yeah, so you can draw auxiliary lines to help you. When I draw auxiliary lines in a math problem, I make them dotted, so I know they're not part of the original. Just, just a little suggestion. Scarecrow, please erase, and new Scarecrow and new cake.", "turn_id": 110, "word_count": 115}, {"action": {"confidence": 0.98, "explanation": "Student says 'I'm so scared,' an affective reaction.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_030", "text": "I'm so scared.", "turn_id": 111, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Teacher tells students to take turns.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Take turns.", "turn_id": 112, "word_count": 2}, {"action": {"confidence": 0.94, "explanation": "Student says the new cake is the same thing and reuses prior values 1.5, 4.5, 6.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_026", "text": "It's the same thing. That's also 1.5. That's 1.5. That's six. That's 4.5. It's the same thing.", "turn_id": 113, "word_count": 17}, {"action": {"confidence": 0.94, "explanation": "Repeats that it is the same thing as before.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_026", "text": "It's the same thing.", "turn_id": 114, "word_count": 4}, {"action": {"confidence": 0.85, "explanation": "Peer asks 'Wait, what?' seeking explanation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_008", "text": "Wait, what?", "turn_id": 115, "word_count": 2}, {"action": {"confidence": 0.94, "explanation": "Student lists assigned piece values: 1.5, 4.5, six.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "1.5, 4.5, six.", "turn_id": 116, "word_count": 3}, {"action": {"confidence": 0.9, "explanation": "Student says all of them are the same, invoking repeated structure from earlier tasks.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_026", "text": "All of them are the same.", "turn_id": 117, "word_count": 6}, {"action": {"confidence": 0.99, "explanation": "Affective exclamation 'Oh my God.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_030", "text": "Oh my God.", "turn_id": 118, "word_count": 3}, {"action": {"confidence": 0.92, "explanation": "Student maps pieces to fractional sizes: one fourth and one twelfth.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "That's one fourth. That's a twelfth.", "turn_id": 119, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Student says 'lemme draw it,' initiating a drawn representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_030", "text": "Alright, lemme draw it.", "turn_id": 120, "word_count": 4}, {"action": {"confidence": 0.93, "explanation": "Student performs the operation three divided by four.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_026", "text": "Three divided by four. That's three divided by four.", "turn_id": 121, "word_count": 9}, {"action": {"confidence": 0.92, "explanation": "Brief 'Okay' as uptake.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Okay.", "turn_id": 122, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Student maps one fourth to three.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "That's one fourth, that's three. That's three.", "turn_id": 123, "word_count": 7}, {"action": {"confidence": 0.79, "explanation": "Student asks 'So, what's?' referring to an unspecified piece value.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "So, what's?", "turn_id": 124, "word_count": 2}, {"action": {"confidence": 0.75, "explanation": "Student proposes 'three divided by eight' as the value/expression for a piece.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "So that three divided by eight.", "turn_id": 125, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "Student asks 'Wait, what's what?' to clarify which piece is under discussion.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "Wait, what's what?", "turn_id": 126, "word_count": 3}, {"action": {"confidence": 0.77, "explanation": "Student again proposes 'this, three divided by eight.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "This, three divided by eight.", "turn_id": 127, "word_count": 5}, {"action": {"confidence": 0.84, "explanation": "Student suggests assigning three and three to parts.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_006", "text": "Okay so, we can put three, three.", "turn_id": 128, "word_count": 7}, {"action": {"confidence": 0.86, "explanation": "Student corrects the proposal to 'No, three divided by four.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_026", "text": "No, three divided by four.", "turn_id": 129, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Student directs where to put a 3 on the shared drawing.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_006", "text": "Put this three here.", "turn_id": 130, "word_count": 4}, {"action": {"confidence": 0.87, "explanation": "Student asks 'What is it?' about the needed value.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_026", "text": "What is it?", "turn_id": 131, "word_count": 3}, {"action": {"confidence": 0.86, "explanation": "Student tests whether 1.5 and 1.5 combine to three.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_006", "text": "And then do, 1.5, 1.5, that would be three. Wait, wouldn't it? 1.5, 1.5.", "turn_id": 132, "word_count": 14}, {"action": {"confidence": 0.8, "explanation": "Student revises away from 1.5 and returns to three divided by four as the answer.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_026", "text": "Three divided, do three divided by four, cause that would be the answer. I think. One of them. It's not 1.5, I don't think. No, then, this would be three.", "turn_id": 133, "word_count": 30}, {"action": {"confidence": 0.88, "explanation": "Student proposes another possibility: one, one, one making three.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_006", "text": "This would be. I know. That could be one, one, one. That would be three.", "turn_id": 134, "word_count": 15}, {"action": {"confidence": 0.84, "explanation": "Student points out that value is not 1.5, rejecting that assumption.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_026", "text": "Cause that's not 1.5 though.", "turn_id": 135, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Student directs placement on the representation: 'put this three.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_006", "text": "But then we make um... This is, put this three.", "turn_id": 136, "word_count": 10}, {"action": {"confidence": 0.94, "explanation": "Student asserts certain pieces are definitely three.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "That's three definitely. These are three.", "turn_id": 137, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "Student again tells peer to put three there on the drawing.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_006", "text": "These are... So, put three there.", "turn_id": 138, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "Student proposes 'Just do three divided by four.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "Just do three divided by four.", "turn_id": 139, "word_count": 6}, {"action": {"confidence": 0.85, "explanation": "Peer asks 'What?' in response to the proposal.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "What?", "turn_id": 140, "word_count": 1}, {"action": {"confidence": 0.83, "explanation": "Student repeats the proposal 'Three divided by four.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "Three divided by four.", "turn_id": 141, "word_count": 4}, {"action": {"confidence": 0.96, "explanation": "Peer asks 'Why?' requesting justification.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "Why?", "turn_id": 142, "word_count": 1}, {"action": {"confidence": 0.58, "explanation": "Minimal non-explanatory 'Cause.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_026", "text": "Cause.", "turn_id": 143, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Peer asks how to do that operation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "How do you do that? That's not how I...", "turn_id": 144, "word_count": 9}, {"action": {"confidence": 0.86, "explanation": "Student computes incorrectly at first: '7.5.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_026", "text": "7.5.", "turn_id": 145, "word_count": 1}, {"action": {"confidence": 0.61, "explanation": "Student pauses with 'Wait a minute,' signaling reconsideration.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Wait a minute.", "turn_id": 146, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Student corrects the computation to 0.75.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_026", "text": "No, it's 0.75.", "turn_id": 147, "word_count": 3}, {"action": {"confidence": 0.82, "explanation": "Peer confirms the corrected value 0.75.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Yeah, it's 0.75.", "turn_id": 148, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Student assigns 0.75 to three pieces.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "Yes, okay. That's 0.75, 0.75, and that one's 0.75.", "turn_id": 149, "word_count": 9}, {"action": {"confidence": 0.95, "explanation": "Student asks for the value of another piece: 'And what's this?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "And what's this?", "turn_id": 150, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Student computes 1.5 plus 0.75 = 2.25 and assigns that value.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_026", "text": "1.5 plus 0.75, 2.25. That's 2.25. That one's 0.75.", "turn_id": 151, "word_count": 9}, {"action": {"confidence": 0.87, "explanation": "Peer accepts with 'Oh, yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "Oh, yeah.", "turn_id": 152, "word_count": 2}, {"action": {"confidence": 0.87, "explanation": "Student points to a piece: 'This one?' to clarify assignment.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "This one?", "turn_id": 153, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Student assigns 0.75 and 1.5 to specific pieces.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "Yeah, that's 0.75, and that one's 1.5. That one's 1.5. There we go.", "turn_id": 154, "word_count": 13}, {"action": {"confidence": 0.64, "explanation": "Teacher asks if the group understands/has it, checking solution status.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Do these guys get it?", "turn_id": 155, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Student answers 'Yes.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "Yes.", "turn_id": 156, "word_count": 1}, {"action": {"confidence": 0.63, "explanation": "Teacher repeats the check 'Do you get it?'", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Do you get it? Do you get it?", "turn_id": 157, "word_count": 8}, {"action": {"confidence": 0.94, "explanation": "Student answers 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Yeah.", "turn_id": 158, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "Student says they will fix up the written work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_030", "text": "Wait, I'm just gonna fix this up.", "turn_id": 159, "word_count": 7}, {"action": {"confidence": 0.83, "explanation": "Teacher comments on neatness of the written board work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "He's not happy about that. It's gotta be neater.", "turn_id": 160, "word_count": 9}, {"action": {"confidence": 0.89, "explanation": "Student says 'Yes' in response about neatness.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Yes.", "turn_id": 161, "word_count": 1}, {"action": {"confidence": 0.72, "explanation": "Student indicates the board work has been fixed.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_030", "text": "Okay, there we go.", "turn_id": 162, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Teacher asks what a written number/mark is.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "What is that?", "turn_id": 163, "word_count": 3}, {"action": {"confidence": 0.85, "explanation": "Student identifies the mark as 0.75.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_026", "text": "That's 0.75.", "turn_id": 164, "word_count": 2}, {"action": {"confidence": 0.8, "explanation": "Teacher repeats/accepts '0.75.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "0.75.", "turn_id": 165, "word_count": 1}, {"action": {"confidence": 0.89, "explanation": "Student says 'Oh,' showing receipt.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Oh.", "turn_id": 166, "word_count": 1}, {"action": {"confidence": 0.88, "explanation": "Teacher notes a previous reading 'doesn't add up,' evaluating consistency.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "I was like that doesn't make sense. That doesn't add up.", "turn_id": 167, "word_count": 11}, {"action": {"confidence": 0.89, "explanation": "Teacher makes a general personal comment about being detail-oriented.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "I'm all about the... I'm the teacher that enforces all the little things. And I, I know I have students. So, I'm always like.", "turn_id": 168, "word_count": 24}, {"action": {"confidence": 0.83, "explanation": "Student says 'We need something harder,' a difficulty evaluation.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_030", "text": "We need something harder.", "turn_id": 169, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Peer asks how the other student did it.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "How did you do that? How did you do that?", "turn_id": 170, "word_count": 10}, {"action": {"confidence": 0.92, "explanation": "Student explains the method as repeatedly cutting parts in half.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "Just cut everything in half. Cut everything in half, and cut it in half again, and keep doing that, basically.", "turn_id": 171, "word_count": 20}, {"action": {"confidence": 0.96, "explanation": "Peer asks specifically how the decimal was obtained.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "How did you do the decimal?", "turn_id": 172, "word_count": 6}, {"action": {"confidence": 0.86, "explanation": "Student explains using 150 divided by two, referring to cents.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "It's basically 150 divided by two.", "turn_id": 173, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "Peer asks how 150 was obtained.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "How'd you get 150?", "turn_id": 174, "word_count": 4}, {"action": {"confidence": 0.72, "explanation": "Student answers by identifying it with 1.5.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_026", "text": "It's 1.5.", "turn_id": 175, "word_count": 2}, {"action": {"confidence": 0.93, "explanation": "Peer responds 'Oh, okay.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "Oh, okay.", "turn_id": 176, "word_count": 2}, {"action": {"confidence": 0.86, "explanation": "Student comments that it is not that hard.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_030", "text": "It's not that hard.", "turn_id": 177, "word_count": 4}, {"action": {"confidence": 0.7, "explanation": "Student remarks that the peer can do the math now.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_006", "text": "Yeah, you can do the math now.", "turn_id": 178, "word_count": 7}, {"action": {"confidence": 0.78, "explanation": "Teacher checks if the group is almost ready.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, you guys almost ready?", "turn_id": 179, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Student answers 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "Yeah.", "turn_id": 180, "word_count": 1}, {"action": {"confidence": 0.72, "explanation": "Teacher notes one more group needs to finish, managing activity timing.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, we have one more group to finish.", "turn_id": 181, "word_count": 8}, {"action": {"confidence": 0.94, "explanation": "Student expresses confusion about another group's numbers.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_026", "text": "Wait, I'm confused. They got five and then three.", "turn_id": 182, "word_count": 9}, {"action": {"confidence": 0.9, "explanation": "Peer asks 'Who?' to clarify the referent.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "Who?", "turn_id": 183, "word_count": 1}, {"action": {"confidence": 0.7, "explanation": "Student identifies the other group as 'Them.'", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_026", "text": "Them.", "turn_id": 184, "word_count": 1}, {"action": {"confidence": 0.79, "explanation": "Student clarifies that the visible mark is a three.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_006", "text": "That's a three. That's three.", "turn_id": 185, "word_count": 5}, {"action": {"confidence": 0.92, "explanation": "Teacher explains it is a messy three, not a five.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "That's a three. It's a messy three. You think it's a five without the cap?", "turn_id": 186, "word_count": 15}, {"action": {"confidence": 0.79, "explanation": "Student acknowledges the clarification about the messy number.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_026", "text": "It looked like a five without the thing, yeah.", "turn_id": 187, "word_count": 9}, {"action": {"confidence": 0.9, "explanation": "Teacher publicly summarizes another group's work to the class.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Can I have eyeballs over here? This was interesting. So this group over here had this, and then they did this.", "turn_id": 188, "word_count": 21}, {"action": {"confidence": 0.71, "explanation": "Teacher adds a brief correction 'At first, at first.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "At first, at first.", "turn_id": 189, "word_count": 4}, {"action": {"confidence": 0.96, "explanation": "Teacher asks what a specific part must be.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "At first. But here was their reasoning. This has to be. What does this have to be, right here?", "turn_id": 190, "word_count": 19}, {"action": {"confidence": 0.95, "explanation": "Student answers that the part is three.", "name": "mapping_representation_to_values"}, "role": "unknown", "speaker_id": "unknown_033", "text": "Three.", "turn_id": 191, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "Teacher asks whether the smaller pieces can each be one, testing consistency.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Three. So can these each be one?", "turn_id": 192, "word_count": 7}, {"action": {"confidence": 0.84, "explanation": "Student answers 'No,' indicating that assignment fails constraints.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_033", "text": "No.", "turn_id": 193, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Teacher explains why each being one would imply zero elsewhere and be impossible.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_009", "text": "No, because that would be zero, right? That doesn't make any sense. Yeah, that was really some good thinking that went on there. Scarecrow erase, new scarecrow. Number nine!", "turn_id": 194, "word_count": 29}, {"action": {"confidence": 0.95, "explanation": "Student tells peers not to erase 'baker' on the board.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_030", "text": "Don't erase baker.", "turn_id": 195, "word_count": 3}, {"action": {"confidence": 0.99, "explanation": "Student exclaims 'Oh my God,' an affective reaction.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_006", "text": "Oh my God.", "turn_id": 196, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Student repeats instruction not to erase the drawing/name.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_030", "text": "Don't erase baker. If you erase baker then...", "turn_id": 197, "word_count": 8}, {"action": {"confidence": 0.82, "explanation": "Student proposes a structural rule: each row/triangle is two.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_026", "text": "Wait, I already know this. That's... Each rows are two, the triangle is two. The triangle's two. The triangle is two.", "turn_id": 198, "word_count": 21}, {"action": {"confidence": 0.72, "explanation": "Student complains about difficulty drawing the figure.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_006", "text": "What, how am I supposed to draw this?", "turn_id": 199, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "Student directs what to draw: make that and the middle one.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_026", "text": "So, yeah make that and the one in the middle.", "turn_id": 200, "word_count": 10}, {"action": {"confidence": 0.94, "explanation": "Student assigns 0.75 to a piece.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_030", "text": "This is 0.75.", "turn_id": 201, "word_count": 3}, {"action": {"confidence": 0.91, "explanation": "Student suggests representing a shape as a box to make the drawing workable.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_026", "text": "Just put a box because that's not even. So you have to make it like...", "turn_id": 202, "word_count": 15}, {"action": {"confidence": 0.93, "explanation": "Student refines the drawing plan by suggesting a big box.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_006", "text": "Oh yeah, put a big even. Wait no, put a big box.", "turn_id": 203, "word_count": 12}, {"action": {"confidence": 0.93, "explanation": "Student directs where to put a box on the drawing.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_030", "text": "Put a box here.", "turn_id": 204, "word_count": 4}, {"action": {"confidence": 0.88, "explanation": "Student suggests a different way to draw the figure orientation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_006", "text": "No we have to put like this one like that.", "turn_id": 205, "word_count": 10}, {"action": {"confidence": 0.92, "explanation": "Student assigns the triangle a value of two.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "So, the triangle is two. I know that.", "turn_id": 206, "word_count": 8}, {"action": {"confidence": 0.93, "explanation": "Student again assigns 0.75 to a piece.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_030", "text": "Okay, this is 0.75.", "turn_id": 207, "word_count": 4}, {"action": {"confidence": 0.91, "explanation": "Student assigns values to several pieces: smaller one three, others two.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "The smaller one is three, and the triangle... Okay, I got it, I got it, I got it. That one's two. That one's two.", "turn_id": 208, "word_count": 24}, {"action": {"confidence": 0.93, "explanation": "Student says they are not done drawing yet.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_006", "text": "Wait, I'm not done drawing.", "turn_id": 209, "word_count": 5}, {"action": {"confidence": 0.89, "explanation": "Student repeats that a piece is two.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "That one's two.", "turn_id": 210, "word_count": 3}, {"action": {"confidence": 0.9, "explanation": "Student complains the drawing is horrible.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_006", "text": "This is a horrible drawing. Whatever.", "turn_id": 211, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Student suggests adding a line to split the figure into helpful parts.", "name": "decomposing_or_repartitioning_the_structure"}, "role": "student", "speaker_id": "student_008", "text": "Then put a line right here.", "turn_id": 212, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "Student assigns 0.75 to another region.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_030", "text": "That's, that's 0.75.", "turn_id": 213, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Student assigns values to multiple parts: two, three, one.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "That's two. This one's three. This one's three. That one's one.", "turn_id": 214, "word_count": 11}, {"action": {"confidence": 0.91, "explanation": "Brief 'Okay' after hearing the assignments.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Okay.", "turn_id": 215, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "Student states another piece is three.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "This one is three.", "turn_id": 216, "word_count": 4}, {"action": {"confidence": 0.91, "explanation": "Student assigns a composite piece value of 2.25.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_030", "text": "And then this is 2.25.", "turn_id": 217, "word_count": 5}, {"action": {"confidence": 0.8, "explanation": "Student confirms the value 2.25 and says 'Done.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_026", "text": "Yeah, 2.25. Done.", "turn_id": 218, "word_count": 3}, {"action": {"confidence": 0.9, "explanation": "Student asks for the board figure/marker ('give me baker').", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_030", "text": "Okay now, give me baker.", "turn_id": 219, "word_count": 5}, {"action": {"confidence": 0.83, "explanation": "Student comments that the figure is confusing.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_006", "text": "This is confusing.", "turn_id": 220, "word_count": 3}, {"action": {"confidence": 0.86, "explanation": "Teacher asks whether the group's values are guesses, probing validity.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "This, are you guessing? No?", "turn_id": 221, "word_count": 5}, {"action": {"confidence": 0.83, "explanation": "Student explains their guess by imagining cuts and a turned triangle.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "Because I know, like, if you would do this, because it would be the same here, and then there'll be, like, one, it would be, like, cut out half, basically, and then there'll be a triangle turned around.", "turn_id": 222, "word_count": 38}, {"action": {"confidence": 0.96, "explanation": "Teacher states an important constraint: the cake is a square cake.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, but this, this is a square cake.", "turn_id": 223, "word_count": 8}, {"action": {"confidence": 0.83, "explanation": "Teacher offers a more accurate way to view/draw the figure.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Hmm, it's more like that.", "turn_id": 224, "word_count": 5}, {"action": {"confidence": 0.86, "explanation": "Student refines the imagined arrangement by turning parts around.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_026", "text": "And then it would be like that, and wouldn't it be turned around here?", "turn_id": 225, "word_count": 14}, {"action": {"confidence": 0.97, "explanation": "Teacher identifies that all those triangles are congruent.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "See these, these, these are all congruent triangles here.", "turn_id": 226, "word_count": 9}, {"action": {"confidence": 0.9, "explanation": "Student asks to confirm the congruence statement.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_026", "text": "Oh, they're all congruent?", "turn_id": 227, "word_count": 4}, {"action": {"confidence": 0.91, "explanation": "Teacher justifies congruence by referring to the square.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Uh, huh. Because it's a square.", "turn_id": 228, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Student changes the value to 1.5 based on the new constraint.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_026", "text": "Oh, so it's 1.5. Okay.", "turn_id": 229, "word_count": 5}, {"action": {"confidence": 0.6, "explanation": "Teacher asks if the student is there/understands after revision.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Are you there?", "turn_id": 230, "word_count": 3}, {"action": {"confidence": 0.85, "explanation": "Student identifies overlooked space as the source of the problem.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_026", "text": "Oh, I forgot about the space.", "turn_id": 231, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "Teacher briefly validates: 'Yeah, good thinking.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Yeah, good thinking.", "turn_id": 232, "word_count": 3}, {"action": {"confidence": 0.57, "explanation": "Student's 'So...' is a transition without substantive content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "So...", "turn_id": 233, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Student proposes the revised answer 1.5.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "It's 1.5.", "turn_id": 234, "word_count": 2}, {"action": {"confidence": 0.82, "explanation": "Peer asks which piece 'this' refers to.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_030", "text": "This?", "turn_id": 235, "word_count": 1}, {"action": {"confidence": 0.89, "explanation": "Student specifies which two pieces are congruent and excludes another.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_026", "text": "Both of them are congruent. Not that one, these two.", "turn_id": 236, "word_count": 10}, {"action": {"confidence": 0.92, "explanation": "Brief acceptance 'Okay.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Okay.", "turn_id": 237, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Teacher directs erasing and assigns the last scarecrow.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, one more, one more cake. Scarecrow erase, last scarecrow.", "turn_id": 238, "word_count": 10}, {"action": {"confidence": 0.76, "explanation": "Teacher asks if students are ready for the last problem.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Ready?", "turn_id": 239, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Student reacts 'Oh, dang,' an affective response.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_030", "text": "Oh, dang.", "turn_id": 240, "word_count": 2}, {"action": {"confidence": 0.71, "explanation": "Student says 'Wait a second,' signaling pause/reconsideration.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Wait a second.", "turn_id": 241, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Student asks what 0.75 divided by two is.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "Wait so, three divided is 0.75. What's 0.75 divided by two?", "turn_id": 242, "word_count": 11}, {"action": {"confidence": 0.7, "explanation": "Student offers a tentative answer: 'something point five.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "It would be um, something point five.", "turn_id": 243, "word_count": 7}, {"action": {"confidence": 0.79, "explanation": "Student proposes a structural/value relation: triangles are three, tiny one might be one.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_026", "text": "Okay, so those triangles gonna be three. So, wouldn't the tiny one be one?", "turn_id": 244, "word_count": 14}, {"action": {"confidence": 0.83, "explanation": "Student suggests the answer should be a decimal instead.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_030", "text": "Nah, I think it's a decimal.", "turn_id": 245, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Student asks why it has to be a decimal.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_026", "text": "Wait, why?", "turn_id": 246, "word_count": 2}, {"action": {"confidence": 0.9, "explanation": "Student proposes another possible assignment: one and two.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "It could be one and two.", "turn_id": 247, "word_count": 6}, {"action": {"confidence": 0.73, "explanation": "Student clarifies piece values: 'So they're all twos? Oh, that's a one.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_030", "text": "So they're all twos? Oh, that's a one.", "turn_id": 248, "word_count": 8}, {"action": {"confidence": 0.71, "explanation": "Student notes that one-and-two could work, but another option could too, weighing possibilities.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_026", "text": "It could be that, but it could be a decimal too.", "turn_id": 249, "word_count": 11}, {"action": {"confidence": 0.81, "explanation": "Student says it could be integer or decimal because pieces are not even.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_026", "text": "It could be this, or it could be a decimal. They're not even.", "turn_id": 250, "word_count": 13}, {"action": {"confidence": 0.9, "explanation": "Peer agrees: 'Oh, you're right.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "Oh, you're right.", "turn_id": 251, "word_count": 3}, {"action": {"confidence": 0.83, "explanation": "Student concludes the pieces are definitely not even.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_026", "text": "They're not even definitely.", "turn_id": 252, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Teacher asks how they know one piece is twice another, testing an assumption.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "How do we know this is twice of that?", "turn_id": 253, "word_count": 9}, {"action": {"confidence": 0.95, "explanation": "Teacher repeats the fit-check question to challenge the assumption.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "How do we know?", "turn_id": 254, "word_count": 4}, {"action": {"confidence": 0.89, "explanation": "Student concedes: 'We don't know.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_026", "text": "We don't know.", "turn_id": 255, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Teacher proposes partitioning the figure so four parts are congruent.", "name": "decomposing_or_repartitioning_the_structure"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, what if I did this? These four are congruent.", "turn_id": 256, "word_count": 10}, {"action": {"confidence": 0.69, "explanation": "Student responds to the new partitioning with brief uptake.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_026", "text": "That one's a line, and that's... okay.", "turn_id": 257, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Teacher states the key structure: four congruent triangles in that fourth of the cake.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Those four triangle are congruent. In that fourth of the cake.", "turn_id": 258, "word_count": 11}, {"action": {"confidence": 0.94, "explanation": "Student proposes 0.75 as the value.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "0.75.", "turn_id": 259, "word_count": 1}, {"action": {"confidence": 0.88, "explanation": "Student settles on the corrected value: 'it's 0.75.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_026", "text": "Four, it's 0.75.", "turn_id": 260, "word_count": 3}, {"action": {"confidence": 0.75, "explanation": "Student says 'See, I was trying to tell you,' a social/evaluative remark.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_030", "text": "See, I was trying to tell you.", "turn_id": 261, "word_count": 7}, {"action": {"confidence": 0.78, "explanation": "Student says 'This is right,' evaluating the final result as fitting.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_026", "text": "This is right.", "turn_id": 262, "word_count": 3}, {"action": {"confidence": 0.78, "explanation": "Student begins proposing the next value: 'that's one point... Oh, two point.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_030", "text": "And then that's one point... Oh, two point.", "turn_id": 263, "word_count": 8}], "word_count": 2082}
{"day": 1, "grade_band": "5-6", "session_id": "conv_005", "speaker_count": 6, "speakers": [{"role": "student", "speaker_id": "student_1011"}, {"role": "student", "speaker_id": "student_1031"}, {"role": "student", "speaker_id": "student_1034"}, {"role": "student", "speaker_id": "student_1046"}, {"role": "teacher", "speaker_id": "teacher_006"}, {"role": "unknown", "speaker_id": "unknown_016"}], "task_id": "ice_cream", "task_name": "Ice Cream", "turn_count": 83, "turns": [{"action": {"confidence": 0.87, "explanation": "Introduces the operation '30 divided by 4,' beginning arithmetic work on the problem.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1034", "text": "30 divided by 4", "turn_id": 1, "word_count": 4}, {"action": {"confidence": 0.7, "explanation": "Repeats '30 divided by 4?' as a check on whether that is the intended operation.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1011", "text": "So, 30 divided by 4?", "turn_id": 2, "word_count": 5}, {"action": {"confidence": 0.88, "explanation": "Corrects the prior quantity from 30 to 300, changing the computation being used.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1046", "text": "So, 300 divided by 4.", "turn_id": 3, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Brief uptake 'Oh yeah' showing acceptance of the correction.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1031", "text": "Oh yeah.", "turn_id": 4, "word_count": 2}, {"action": {"confidence": 0.83, "explanation": "Asks '300?' to confirm the corrected number being used.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1011", "text": "300?", "turn_id": 5, "word_count": 1}, {"action": {"confidence": 0.7, "explanation": "Starts directing a peer what to do next with 'You gotta ...'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1034", "text": "You gotta", "turn_id": 6, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Says 'What?' to request clarification of the incomplete directive.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1031", "text": "What?", "turn_id": 7, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Directs the group to record work: 'You gotta write it down.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1034", "text": "You gotta write it down.", "turn_id": 8, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Short receipt marker 'Oh.' after the instruction.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1031", "text": "Oh.", "turn_id": 9, "word_count": 1}, {"action": {"confidence": 0.89, "explanation": "Directs the next action: 'Do the math.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1034", "text": "Do the math.", "turn_id": 10, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Suggests a method for proceeding: 'Do the long division way.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1011", "text": "Do the long division way.", "turn_id": 11, "word_count": 5}, {"action": {"confidence": 0.71, "explanation": "Comments on personal preference/discomfort with long division rather than advancing the math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1046", "text": "Well, I know how to do it, but like, I can like, I don't like doing them.", "turn_id": 12, "word_count": 17}, {"action": {"confidence": 0.76, "explanation": "Offers to help a peer carry out the work, managing participation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1011", "text": "I can help. I can help. I can help.", "turn_id": 13, "word_count": 9}, {"action": {"confidence": 0.97, "explanation": "Offers a tentative numerical answer: 'Is it 150?'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1031", "text": "Oh wait, I know. Is it 150?", "turn_id": 14, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Explicitly rejects the candidate answer and identifies why: that's division by 2, not by 4.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1034", "text": "It is not 150 that’s divided by 2.", "turn_id": 15, "word_count": 8}, {"action": {"confidence": 0.96, "explanation": "Brief acknowledgment 'Oh' after being corrected.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1031", "text": "Oh.", "turn_id": 16, "word_count": 1}, {"action": {"confidence": 0.82, "explanation": "Explains the logic that 300 ÷ 4 can be seen via 150 ÷ 2 = 75, then states the answer.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1034", "text": "What’s 150 divided by 2? 75? Ok that’s the answer.", "turn_id": 17, "word_count": 10}, {"action": {"confidence": 0.54, "explanation": "Applies the computed 75 to a flavor count: 'Times 65 mint cones,' offering a tentative result/assignment.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1031", "text": "Times 65 mint cones.", "turn_id": 18, "word_count": 4}, {"action": {"confidence": 0.87, "explanation": "Checks the meaning/category attached to the quantity: 'Wait, that's mint?'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1034", "text": "Wait, that's mint?", "turn_id": 19, "word_count": 3}, {"action": {"confidence": 0.82, "explanation": "Corrects the flavor label from mint to strawberry.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1031", "text": "No sorry, strawberry.", "turn_id": 20, "word_count": 3}, {"action": {"confidence": 0.82, "explanation": "Introduces another arithmetic calculation: 'What's 65 times 4?'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1034", "text": "What’s 65 times 4?", "turn_id": 21, "word_count": 4}, {"action": {"confidence": 0.61, "explanation": "Questions whether the computed amount corresponds to '65 times 4.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1046", "text": "Is that what 65 times 4 is?", "turn_id": 22, "word_count": 7}, {"action": {"confidence": 0.84, "explanation": "Calls for verification: 'Double check?' evaluating whether the current value is right.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1034", "text": "I don’t know. Double check?", "turn_id": 23, "word_count": 5}, {"action": {"confidence": 0.8, "explanation": "Re-asks 'What's 150 divided by 2?' to confirm the intermediate step being used.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1031", "text": "What’s 150 divided by 2?", "turn_id": 24, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Computes the requested division result: 'It's 75.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1031", "text": "It’s 75.", "turn_id": 25, "word_count": 2}, {"action": {"confidence": 0.73, "explanation": "Confirms receipt of the result emphatically: 'I told you it's 75!'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1034", "text": "I told you it’s 75!", "turn_id": 26, "word_count": 5}, {"action": {"confidence": 0.82, "explanation": "Checks the interpretation of 75 as the strawberry amount.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1034", "text": "It’s 75 strawberry right?", "turn_id": 27, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Brief confirmation 'oh yeah' accepting that interpretation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1046", "text": "Um, oh yeah.", "turn_id": 28, "word_count": 3}, {"action": {"confidence": 0.88, "explanation": "States a tentative converted amount: '7 and a half tubs.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1031", "text": "And that will be happening. That will be 7 and a half tubs. 7 and a half tubs.", "turn_id": 29, "word_count": 18}, {"action": {"confidence": 0.74, "explanation": "Rephrases the same quantity into decimal form: 'Just do 7 point 5.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1034", "text": "Just do 7 point 5.", "turn_id": 30, "word_count": 5}, {"action": {"confidence": 0.64, "explanation": "Rejects the decimal wording and changes how it should be written: 'No no no seven five.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1011", "text": "No no no seven five.", "turn_id": 31, "word_count": 5}, {"action": {"confidence": 0.77, "explanation": "Introduces another given/percentage to track: 'And then 15%.'", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1034", "text": "And then 15%.", "turn_id": 32, "word_count": 3}, {"action": {"confidence": 0.82, "explanation": "Suggests a method involving '300 divided by 15, right?'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1011", "text": "300 divided by 15, right?", "turn_id": 33, "word_count": 5}, {"action": {"confidence": 0.88, "explanation": "Briefly rejects that proposed method with 'No.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1034", "text": "No.", "turn_id": 34, "word_count": 1}, {"action": {"confidence": 0.69, "explanation": "Asks whether dividing 100 by 15 would produce a decimal, checking plausibility of the operation/result.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1046", "text": "If you divide 100 by 15, would it be a decimal?", "turn_id": 35, "word_count": 11}, {"action": {"confidence": 0.9, "explanation": "Asks for the decimal value/result: 'What's that decimal?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1011", "text": "What’s that decimal?", "turn_id": 36, "word_count": 3}, {"action": {"confidence": 0.75, "explanation": "Redirects attention to a needed quantity in the situation: 'How many are left?'", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1034", "text": "Wait, guys. How many are left?", "turn_id": 37, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "Explains that they should add the amounts already found, naming 75 and 150.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1031", "text": "Because it would be 75, 150. Add it.", "turn_id": 38, "word_count": 8}, {"action": {"confidence": 0.87, "explanation": "Performs the running total calculation, concluding '255.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1031", "text": "75. 105. It would be 255.", "turn_id": 39, "word_count": 6}, {"action": {"confidence": 0.54, "explanation": "Offers '105' for another quantity, though phrasing is fragmented.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1031", "text": "105 times of the deal.", "turn_id": 40, "word_count": 5}, {"action": {"confidence": 0.8, "explanation": "Changes the prior quantity to '45. It's 45.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1031", "text": "45. It’s 45.", "turn_id": 41, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Says 'What?' to ask for clarification of the sudden '45.'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1034", "text": "What?", "turn_id": 42, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "Specifies what 45 refers to: 'Chocolate chip it's 45.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1011", "text": "Chocolate chip it’s 45.", "turn_id": 43, "word_count": 4}, {"action": {"confidence": 0.86, "explanation": "Translates 45 into '4 and a half cups,' offering the resulting amount.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1034", "text": "45. That’s 4 and a half cups.", "turn_id": 44, "word_count": 7}, {"action": {"confidence": 0.72, "explanation": "Says 'That makes sense,' evaluating the computed amount as reasonable.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1046", "text": "That makes sense. That makes sense.", "turn_id": 45, "word_count": 6}, {"action": {"confidence": 0.9, "explanation": "Directs the group's next task: 'Now you gotta do the prices.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1011", "text": "Now you gotta do the prices.", "turn_id": 46, "word_count": 6}, {"action": {"confidence": 0.87, "explanation": "States a tentative price total: 'The price for all the tubs is $60.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1046", "text": "The price for all the tubs is $60.", "turn_id": 47, "word_count": 8}, {"action": {"confidence": 0.85, "explanation": "Checks whether the pricing should include cones too: 'But it's also the cone, right?'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1046", "text": "But it’s also the cone, right?", "turn_id": 48, "word_count": 6}, {"action": {"confidence": 0.92, "explanation": "Sets up another arithmetic operation: '45 times 5.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1031", "text": "45 times 5.", "turn_id": 49, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Gives the product '225.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1011", "text": "225.", "turn_id": 50, "word_count": 1}, {"action": {"confidence": 0.89, "explanation": "Questions the meaning of 225 as dollars/cents for chocolate chip cones.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1031", "text": "Just 2 dollars and 25 cents for chocolate chip cones?", "turn_id": 51, "word_count": 10}, {"action": {"confidence": 0.63, "explanation": "Offers a revised monetary amount: 'Nine dollars.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1011", "text": "Eight, Nine dollars.", "turn_id": 52, "word_count": 3}, {"action": {"confidence": 0.71, "explanation": "Interrupts and changes the plan to 'do 300 times...' instead.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1034", "text": "No no no - but do 300 times - what’s that?", "turn_id": 53, "word_count": 11}, {"action": {"confidence": 0.95, "explanation": "Directs the scribe/peer: 'You're the one writing do it.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1031", "text": "You’re the one writing do it.", "turn_id": 54, "word_count": 6}, {"action": {"confidence": 0.72, "explanation": "States uncertainty 'I don't know how to do this,' implicitly requesting help.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1046", "text": "I don’t know how to do this.", "turn_id": 55, "word_count": 7}, {"action": {"confidence": 0.85, "explanation": "Suggests the next operation: 'just 300 times 5.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1034", "text": "I don’t know just 300 times 5.", "turn_id": 56, "word_count": 7}, {"action": {"confidence": 0.86, "explanation": "Offers a tentative computed result 'one thousand four hundred?'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1046", "text": "300 times 5 is one thousand four hundred?", "turn_id": 57, "word_count": 8}, {"action": {"confidence": 0.62, "explanation": "Responds 'What?' in a rejecting way to the incorrect 1400 result.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1011", "text": "What?", "turn_id": 58, "word_count": 1}, {"action": {"confidence": 0.58, "explanation": "Backs off with 'I don't know,' yielding after the challenge.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1046", "text": "I don’t know.", "turn_id": 59, "word_count": 3}, {"action": {"confidence": 0.91, "explanation": "Corrects the product to 'one thousand five hundred.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1011", "text": "One thousand five hundred.", "turn_id": 60, "word_count": 4}, {"action": {"confidence": 0.89, "explanation": "Further revises the monetary interpretation to 'It's 15 dollars.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1031", "text": "It’s 15 dollars.", "turn_id": 61, "word_count": 3}, {"action": {"confidence": 0.8, "explanation": "States a tentative total: 'Yeah, 15 dollars. So, 75 in total.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1034", "text": "Yeah, 15 dollars. So, 75 in total.", "turn_id": 62, "word_count": 7}, {"action": {"confidence": 0.94, "explanation": "Teacher highlights relevant structure: number of tubs and '2 parts per tub.'", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_006", "text": "How many tubs in there? Then, 2 parts per tub.", "turn_id": 63, "word_count": 10}, {"action": {"confidence": 0.83, "explanation": "Suggests using multiplication by 30: 'So, times 30?'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1046", "text": "So, times 30?", "turn_id": 64, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Teacher performs the step explicitly: '2 times 30. 60.'", "name": "carrying_out_a_computation_step"}, "role": "teacher", "speaker_id": "teacher_006", "text": "2 times 30. 60", "turn_id": 65, "word_count": 4}, {"action": {"confidence": 0.73, "explanation": "Restates a possible total profit/amount: '75 dollars.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1031", "text": "75 dollars.", "turn_id": 66, "word_count": 2}, {"action": {"confidence": 0.93, "explanation": "Introduces a new arithmetic calculation: 'what's 0.8 times 300.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1034", "text": "So then, what’s 0.8 times 300.", "turn_id": 67, "word_count": 6}, {"action": {"confidence": 0.91, "explanation": "Restates the multiplication step in equivalent form: '300 times 0.80.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1011", "text": "And then it’s 300 times 0.80.", "turn_id": 68, "word_count": 6}, {"action": {"confidence": 0.87, "explanation": "Teacher explains the role of the zero as a placeholder in the decimal multiplication.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_006", "text": "And you have a zero. Either way it’s a placeholder. You’re good.", "turn_id": 69, "word_count": 12}, {"action": {"confidence": 0.94, "explanation": "Asks for the resulting value: 'Oh what would that equal?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1046", "text": "Oh what would that equal?", "turn_id": 70, "word_count": 5}, {"action": {"confidence": 0.77, "explanation": "Teacher prompts the student to compute a simpler fact: 'What's 8 times 3?'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_006", "text": "What’s 8 times 3?", "turn_id": 71, "word_count": 4}, {"action": {"confidence": 0.52, "explanation": "Offers tentative answers '24. 2000,' though one is incorrect/confused.", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_016", "text": "24. 2000", "turn_id": 72, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Teacher explicitly says the result should not be bigger and references the fraction to show the error.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_006", "text": "It’s not going to be bigger, because, remember, it's, it's like four fifths of it, right?", "turn_id": 73, "word_count": 16}, {"action": {"confidence": 0.92, "explanation": "Continues explaining why 2400 is impossible because the quantity is four fifths, so smaller.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_006", "text": "So it's smaller. So it's not 2400 it's", "turn_id": 74, "word_count": 8}, {"action": {"confidence": 0.69, "explanation": "Offers corrected intermediate value '24.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1031", "text": "24", "turn_id": 75, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "Teacher converts that to the correct full product: 'That's 240.'", "name": "revising_the_method_or_answer"}, "role": "teacher", "speaker_id": "teacher_006", "text": "That's 240 so this times, this is 240", "turn_id": 76, "word_count": 8}, {"action": {"confidence": 0.94, "explanation": "Suggests the next step: subtract 75 from 240.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1046", "text": "So then and then 240 minus 75", "turn_id": 77, "word_count": 7}, {"action": {"confidence": 0.84, "explanation": "Clarifies the meaning of that subtraction result: 'Is the profit.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1011", "text": "Is the profit.", "turn_id": 78, "word_count": 3}, {"action": {"confidence": 0.88, "explanation": "Performs the subtraction mentally as '25 plus 140. 165.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1011", "text": "25 plus 140. 165. It’s 165.", "turn_id": 79, "word_count": 6}, {"action": {"confidence": 0.94, "explanation": "States the resulting amount: 'So 165 dollars.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1034", "text": "So 165 dollars.", "turn_id": 80, "word_count": 3}, {"action": {"confidence": 0.89, "explanation": "Asks whether the operation/sign should be plus or minus.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1031", "text": "Plus or minus?", "turn_id": 81, "word_count": 3}, {"action": {"confidence": 0.63, "explanation": "Suggests an interpretation involving profit, continuing to clarify the operation's meaning.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1031", "text": "Plus the Profit.", "turn_id": 82, "word_count": 3}, {"action": {"confidence": 0.86, "explanation": "Corrects the operation to 'Minus.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1034", "text": "Minus.", "turn_id": 83, "word_count": 1}], "word_count": 435}
{"day": 1, "grade_band": "5-6", "session_id": "conv_006", "speaker_count": 7, "speakers": [{"role": "student", "speaker_id": "student_1015"}, {"role": "student", "speaker_id": "student_1043"}, {"role": "student", "speaker_id": "student_1045"}, {"role": "student", "speaker_id": "student_1047"}, {"role": "teacher", "speaker_id": "teacher_004"}, {"role": "teacher", "speaker_id": "teacher_006"}, {"role": "teacher", "speaker_id": "teacher_007"}], "task_id": "ice_cream", "task_name": "Ice Cream", "turn_count": 125, "turns": [{"action": {"confidence": 0.9, "explanation": "Suggests a way to begin solving: 'write the information first.' This is a plan for proceeding, not just naming givens.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1015", "text": "Okay. Now, what if we write the information first?", "turn_id": 1, "word_count": 9}, {"action": {"confidence": 0.92, "explanation": "Asks how many liters they need to buy, indicating uncertainty about a key quantity in the problem.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1043", "text": "Okay, right? One liter, right. Wait. How many liters do we need to buy to -", "turn_id": 2, "word_count": 16}, {"action": {"confidence": 0.97, "explanation": "Directs a peer's action with the shared tool: 'Just take the pen from him.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1047", "text": "Just take the pen from him.", "turn_id": 3, "word_count": 6}, {"action": {"confidence": 0.94, "explanation": "Repeats the question about how many liters are needed, continuing to seek missing information.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1043", "text": "Wait, how many liters do we need to 30?", "turn_id": 4, "word_count": 9}, {"action": {"confidence": 0.72, "explanation": "Restates the needed amount as '30 liters,' helping establish a key given.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1045", "text": "Um, so, 30 liters, 30 liters that could - So 30 liters.", "turn_id": 5, "word_count": 12}, {"action": {"confidence": 0.99, "explanation": "Teacher tells students to write their names on the paper, managing the shared artifact.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_007", "text": "When you guys are done, can you write all your names on the paper, please?", "turn_id": 6, "word_count": 15}, {"action": {"confidence": 0.78, "explanation": "Explains why they should write names: 'So we can take a picture of it.'", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_007", "text": "So we can take a picture of it.", "turn_id": 7, "word_count": 8}, {"action": {"confidence": 0.82, "explanation": "Directs what to write on the paper: '30 liters' and '30 times two,' shaping the written representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1043", "text": "30 liters and then also write, um, so, 30 times two. Wait, wait.", "turn_id": 8, "word_count": 13}, {"action": {"confidence": 0.99, "explanation": "Performs the arithmetic '30 times 2, that's $60.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1043", "text": "$2 Okay, okay, 30 times 2, that’s $60.", "turn_id": 9, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "Talks about taking the writing tool from a peer, coordinating workspace control.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1045", "text": "No, I just need to take this from you.", "turn_id": 10, "word_count": 9}, {"action": {"confidence": 0.84, "explanation": "References what they did 'on our last group,' using prior activity as a guide.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_1047", "text": "That's why we did on our last group with him.", "turn_id": 11, "word_count": 10}, {"action": {"confidence": 0.96, "explanation": "Tells a peer exactly what to write: 'write 30 L and equals $60.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1015", "text": "Okay, so write 30 L and equals $60.", "turn_id": 12, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "Rejects the step 'not 30 times two,' explicitly marking the prior method as wrong.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1045", "text": "No, not 30 times two. No, I literally told you that. No.", "turn_id": 13, "word_count": 12}, {"action": {"confidence": 0.97, "explanation": "Instructs how to place the equal sign and 60 on the paper.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1045", "text": "I meant by just putting the equal sign here, and then you put 60.", "turn_id": 14, "word_count": 14}, {"action": {"confidence": 0.88, "explanation": "Continues directing the inscription: 'equals.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1045", "text": "and it's not that hard, equals.", "turn_id": 15, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "Further tells peer what to write and where: 'put 60... put this same thing up here.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1045", "text": "And then you put 60, you put this same thing up here.", "turn_id": 16, "word_count": 12}, {"action": {"confidence": 0.99, "explanation": "Insult about handwriting/brain is affective and does not advance the math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1045", "text": "Why is it so wide, the zero so empty, like your brain.", "turn_id": 17, "word_count": 12}, {"action": {"confidence": 0.99, "explanation": "Playful insult about 'sucking out our brain cells' is social/affective rather than mathematical.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1045", "text": "You're sucking out our brain cells as we speak. No.", "turn_id": 18, "word_count": 10}, {"action": {"confidence": 0.58, "explanation": "Recaps '30 equals 60' and seeks confirmation 'okay, yes,' functioning as a quick check of the current written result.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1045", "text": "Okay, so, so now, so 30, equals 60, okay, yes, and then, um. zero, yes. And then", "turn_id": 19, "word_count": 17}, {"action": {"confidence": 0.6, "explanation": "Begins writing a decimal expression '0.0...' on the paper, modifying the representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1045", "text": "Zero point zero by", "turn_id": 20, "word_count": 4}, {"action": {"confidence": 0.88, "explanation": "Teacher checks whether students can apply the given percentage to vanilla sales.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_004", "text": "How many? What percent of the people you're gonna sell vanilla?", "turn_id": 21, "word_count": 11}, {"action": {"confidence": 0.82, "explanation": "Offers 'Half' as the relevant proportion for vanilla.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1015", "text": "Half.", "turn_id": 22, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Restates a problem given: they will sell 300 cones.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Half of them. You’re gonna sell 300 cones, right?", "turn_id": 23, "word_count": 9}, {"action": {"confidence": 0.78, "explanation": "Teacher prompts the next step of using the percentage and total to find vanilla cones.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_004", "text": "So how many cones of vanilla are you expecting to sell?", "turn_id": 24, "word_count": 11}, {"action": {"confidence": 0.98, "explanation": "Supplies the tentative result '150.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1047", "text": "150.", "turn_id": 25, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Teacher asks what each tub corresponds to in cones, focusing on the meaning of a quantity in the setup.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Okay, and each one of those tubs, how many cones can you make out of each tub?", "turn_id": 26, "word_count": 17}, {"action": {"confidence": 0.72, "explanation": "Briefly signals lack of knowledge: 'I don't know,' without advancing reasoning.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1043", "text": "I don’t know.", "turn_id": 27, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Provides '10' as the number of cones per tub.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1047", "text": "10.", "turn_id": 28, "word_count": 1}, {"action": {"confidence": 0.82, "explanation": "Teacher prompts using cones-per-tub to determine tubs needed.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_004", "text": "So, how many tubs of vanilla do you need?", "turn_id": 29, "word_count": 9}, {"action": {"confidence": 0.98, "explanation": "Gives the answer '15' tubs.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1043", "text": "15.", "turn_id": 30, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Tells a peer they are 'not supposed to be talking,' managing participation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1045", "text": "You’re not supposed to be talking.", "turn_id": 31, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Directs what to write next: 'put vanilla.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1045", "text": "Okay, so put vanilla.", "turn_id": 32, "word_count": 4}, {"action": {"confidence": 0.85, "explanation": "Begins spelling/writing 'vanilla' on the shared paper.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1043", "text": "V. A. N.", "turn_id": 33, "word_count": 3}, {"action": {"confidence": 0.86, "explanation": "Corrects the writing approach: 'You're not supposed to spell it.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1045", "text": "You’re not supposed to spell it.", "turn_id": 34, "word_count": 6}, {"action": {"confidence": 0.9, "explanation": "Asks 'How did you know?' seeking explanation of a peer's claim/correction.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1015", "text": "How did you know?", "turn_id": 35, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Points out a specific mistake: 'You didn't even spell it correctly.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1045", "text": "You didn’t even spell it correctly.", "turn_id": 36, "word_count": 6}, {"action": {"confidence": 0.63, "explanation": "Simply repeats 'Vanilla,' likely acknowledging the correction while writing.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1043", "text": "Vanilla.", "turn_id": 37, "word_count": 1}, {"action": {"confidence": 0.81, "explanation": "Asks 'What's vanilla?' indicating a need for clarification, even if playful.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1047", "text": "What’s vanilla?", "turn_id": 38, "word_count": 2}, {"action": {"confidence": 0.79, "explanation": "Answers the prior question by identifying the word: 'It's vanilla.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1045", "text": "It’s vanilla.", "turn_id": 39, "word_count": 2}, {"action": {"confidence": 0.71, "explanation": "Repeats 'Vanilla,' showing receipt/alignment rather than adding new content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1047", "text": "Vanilla.", "turn_id": 40, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Calls a peer back and comments on camera participation, coordinating group positioning.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1045", "text": "Okay, vanilla. Get back here. You’re the only one gonna be in the camera", "turn_id": 41, "word_count": 14}, {"action": {"confidence": 0.95, "explanation": "Comment about not wanting to be in the camera is social/affective, not mathematical.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1045", "text": "Because I don’t wanna be in the camera. Okay, vanilla", "turn_id": 42, "word_count": 10}, {"action": {"confidence": 0.69, "explanation": "Repeats 'Vanilla,' a brief uptake move in the writing exchange.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1047", "text": "Vanilla.", "turn_id": 43, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Directs the writer: 'Just put equals 150.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1045", "text": "Just put equals 150.", "turn_id": 44, "word_count": 4}, {"action": {"confidence": 0.96, "explanation": "Comment about someone's behavior 'the other day' is social side talk.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1047", "text": "He wasn’t like this the other day.", "turn_id": 45, "word_count": 7}, {"action": {"confidence": 0.99, "explanation": "Joking 'We traded him away' is clearly playful/off-task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1015", "text": "We traded him away.", "turn_id": 46, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Continues the social commentary about a peer's behavior.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1047", "text": "Which is very lucky. Okay, he wasn’t like this.", "turn_id": 47, "word_count": 9}, {"action": {"confidence": 0.77, "explanation": "Dictates writing a multiplication by '0.05,' shaping the calculation expression on paper.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1045", "text": "So times ten zero point zero five times", "turn_id": 48, "word_count": 8}, {"action": {"confidence": 0.82, "explanation": "Questions whether the written number should be '50,' flagging a possible notation error.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1047", "text": "Isn’t that a 50?", "turn_id": 49, "word_count": 4}, {"action": {"confidence": 0.51, "explanation": "Signals a shift away from the current approach: 'I thought we were doing -' suggests revising the method being used.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1015", "text": "I thought we were doing -", "turn_id": 50, "word_count": 6}, {"action": {"confidence": 0.58, "explanation": "Single-word completion 'Multiplied' minimally picks up the prior unfinished statement.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1047", "text": "Multiplied.", "turn_id": 51, "word_count": 1}, {"action": {"confidence": 0.78, "explanation": "Comments on writing a 'little dollar' and tells peers to wait, coordinating inscription.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1045", "text": "That’s fine, like a little dollar. Wait wait wait.", "turn_id": 52, "word_count": 9}, {"action": {"confidence": 0.97, "explanation": "Directs a peer how to write the zero on the shared paper.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1047", "text": "Make a reasonably sized zero!", "turn_id": 53, "word_count": 5}, {"action": {"confidence": 0.99, "explanation": "'Oh my God!' is an affective exclamation, not substantive reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1045", "text": "Oh my God!", "turn_id": 54, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Repeats the instruction to make the zero a reasonable size.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1047", "text": "Make a reasonably sized zero!", "turn_id": 55, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Complaint that someone is 'making everything go slower' is affective commentary.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1045", "text": "You’re making everything go slower.", "turn_id": 56, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "Nonsensical/playful 'I'm the scarecrow' remark is off-task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1043", "text": "I’m the scarecrow. I am the scarecrow that makes my scarecrow.", "turn_id": 57, "word_count": 11}, {"action": {"confidence": 0.88, "explanation": "Brief dismissive reaction to the scarecrow remark, not mathematical.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1047", "text": "Yeah, I don’t think that.", "turn_id": 58, "word_count": 5}, {"action": {"confidence": 0.74, "explanation": "Continues forming the decimal expression aloud: 'times zero point -'", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1043", "text": "Okay, so, times zero. Point -", "turn_id": 59, "word_count": 6}, {"action": {"confidence": 0.72, "explanation": "Supplies part of the decimal form 'zero point -', helping build the written expression.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1015", "text": "Well at least that’s zero point -", "turn_id": 60, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Repeatedly asks 'Zero point what?' seeking the missing decimal value.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1043", "text": "Zero point what? Zero point what? Zero point what?", "turn_id": 61, "word_count": 9}, {"action": {"confidence": 0.84, "explanation": "Tells peer to 'Figure it out,' directing their participation rather than giving content.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1015", "text": "Figure it out.", "turn_id": 62, "word_count": 3}, {"action": {"confidence": 0.74, "explanation": "Agrees with the previous directive: 'Yeah, figure it out. I agree with that.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1047", "text": "Yeah, figure it out. I agree with that.", "turn_id": 63, "word_count": 8}, {"action": {"confidence": 0.94, "explanation": "Points out 'You just talked,' a social side comment about behavior.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1015", "text": "You just talked.", "turn_id": 64, "word_count": 3}, {"action": {"confidence": 0.93, "explanation": "Offers '75?' as a tentative numerical answer.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1043", "text": "I don’t know 75?", "turn_id": 65, "word_count": 4}, {"action": {"confidence": 0.86, "explanation": "Again directs the peer: 'Just figure it out.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1015", "text": "Just figure it out.", "turn_id": 66, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Asks about a symbol/mark on the paper: 'What is that? Is that an X O?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1045", "text": "What is that? Is that an X O?", "turn_id": 67, "word_count": 8}, {"action": {"confidence": 0.71, "explanation": "Interprets the written expression as 'Fifty times zero point ...,' clarifying what the notation means.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1047", "text": "Oh! Fifty times zero point, okay.", "turn_id": 68, "word_count": 6}, {"action": {"confidence": 0.69, "explanation": "Supplies the missing decimal digits as 'Five,' i.e., 0.05.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1045", "text": "Five.", "turn_id": 69, "word_count": 1}, {"action": {"confidence": 0.75, "explanation": "Comments on how the writing looks ('division thing'), more about appearance than math reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1045", "text": "It looks like he's trying to make the division thing like -", "turn_id": 70, "word_count": 12}, {"action": {"confidence": 0.96, "explanation": "Brief agreement/uptake: 'Oh yeah!'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1047", "text": "Oh yeah!", "turn_id": 71, "word_count": 2}, {"action": {"confidence": 0.53, "explanation": "'And then, so you're okay' functions as a minimal receipt/transition rather than substantive content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1045", "text": "And then, so you're okay.", "turn_id": 72, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Directs a peer to perform the multiplication and get the answer.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1045", "text": "Now, now you have to add, now you have to multiply it and get the answer by yourself.", "turn_id": 73, "word_count": 18}, {"action": {"confidence": 0.97, "explanation": "Reinforces that the peer has to do the multiplication themselves.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1045", "text": "You, you, I just told you that you have to do it, so now you have to do it.", "turn_id": 74, "word_count": 19}, {"action": {"confidence": 0.97, "explanation": "Again instructs the peer to multiply and obtain the answer.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1045", "text": "So you have to multiply it. Now you have to get the answer.", "turn_id": 75, "word_count": 13}, {"action": {"confidence": 0.98, "explanation": "Self-deprecating 'I don't have a brain' is affective commentary, not math reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1043", "text": "Yeah, well I don’t have a brain.", "turn_id": 76, "word_count": 7}, {"action": {"confidence": 0.93, "explanation": "Tells the peer to 'do what you're told,' managing participation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1015", "text": "Well you just do what you’re told.", "turn_id": 77, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "Directs the peer to multiply, coordinating who does the next step.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1047", "text": "Yeah, we tell you to multiply it so you multiply it.", "turn_id": 78, "word_count": 11}, {"action": {"confidence": 0.95, "explanation": "Continues directing the peer to perform the multiplication.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1045", "text": "Then we tell you to multiply it. You can multiply it.", "turn_id": 79, "word_count": 11}, {"action": {"confidence": 0.99, "explanation": "'Oh my God' is an affective reaction.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1015", "text": "Oh my God.", "turn_id": 80, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Asks 'What is 5% of 150?' to seek the needed calculation/result.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1047", "text": "What is 5% of 150?", "turn_id": 81, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Teacher suggests solving 5% by first finding 10% of 150.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_004", "text": "What’s 10% of 150?", "turn_id": 82, "word_count": 4}, {"action": {"confidence": 0.72, "explanation": "Says 'I don't know,' indicating receipt of the question but no substantive contribution.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1047", "text": "I don’t know.", "turn_id": 83, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Returns to the playful 'scarecrow' talk, off-task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1043", "text": "I’m the scarecrow and you’re making me -", "turn_id": 84, "word_count": 8}, {"action": {"confidence": 0.92, "explanation": "Teacher repeats 'What's 10% of 150?' as a direct prompt for the missing value.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_004", "text": "What’s 10% of 150?", "turn_id": 85, "word_count": 4}, {"action": {"confidence": 0.99, "explanation": "Provides the answer '15.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1045", "text": "15.", "turn_id": 86, "word_count": 1}, {"action": {"confidence": 0.73, "explanation": "Teacher's 'So then what's -' cues the next derived step from 10% to 5%.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_004", "text": "So then what’s -", "turn_id": 87, "word_count": 4}, {"action": {"confidence": 0.99, "explanation": "Offers '7.5' as the result.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1043", "text": "7.5.", "turn_id": 88, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Explains what 7.5 stands for: the amount spent to make 150 cones.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1045", "text": "That’s how much the tone cost. That's how much you spent to make 150.", "turn_id": 89, "word_count": 14}, {"action": {"confidence": 0.94, "explanation": "Evaluative reaction 'That's a lot of money' is affective rather than advancing solution work.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1043", "text": "That’s a lot of money.", "turn_id": 90, "word_count": 5}, {"action": {"confidence": 0.74, "explanation": "Checks the result against the business context: they'll make more money than they spent.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1047", "text": "You’re gonna get more money than you spent.", "turn_id": 91, "word_count": 8}, {"action": {"confidence": 0.84, "explanation": "Pushes back on the previous claim: 'That's not true. Not always.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1043", "text": "That’s not true. Not always.", "turn_id": 92, "word_count": 5}, {"action": {"confidence": 0.67, "explanation": "Refines the prior claim to the specific situation: 'No in this case.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1047", "text": "No in this case.", "turn_id": 93, "word_count": 4}, {"action": {"confidence": 0.99, "explanation": "Playful remark about hiding behind something is off-task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1043", "text": "In this case and scenario, I’m gonna hide behind this!", "turn_id": 94, "word_count": 10}, {"action": {"confidence": 0.95, "explanation": "Teasing 'You're the scarecrow' is social/affective commentary.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1045", "text": "Oh you can’t be talking. You’re the scarecrow.", "turn_id": 95, "word_count": 8}, {"action": {"confidence": 0.99, "explanation": "'Give me the monkey' is off-task social talk.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1043", "text": "Give me the monkey.", "turn_id": 96, "word_count": 4}, {"action": {"confidence": 0.83, "explanation": "Fragmentary social remark 'He's very -' does not advance math work.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1045", "text": "He’s very -", "turn_id": 97, "word_count": 3}, {"action": {"confidence": 0.9, "explanation": "Teacher redirects the group to focus on the problem rather than the people.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_006", "text": "But how are we doing on the problem? Not on the people.", "turn_id": 98, "word_count": 12}, {"action": {"confidence": 0.78, "explanation": "Evaluation of progress 'Not very good so far' is affective commentary about their work state.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1045", "text": "Not very good so far.", "turn_id": 99, "word_count": 5}, {"action": {"confidence": 0.82, "explanation": "Teacher broadly directs them to think about what they have, framing the activity focus.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_006", "text": "All right. Try to think about what you have.", "turn_id": 100, "word_count": 9}, {"action": {"confidence": 0.8, "explanation": "Directs/recaps writing 'equals 150 ice cream' and 'vanilla right here,' shaping the written setup.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1045", "text": "So equals 150 ice cream. Okay, so then, um vanilla. Vanilla right here.", "turn_id": 101, "word_count": 13}, {"action": {"confidence": 0.96, "explanation": "Tells a peer where to put 'vanilla' on the paper.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1045", "text": "Just put vanilla right here.", "turn_id": 102, "word_count": 5}, {"action": {"confidence": 0.73, "explanation": "Apologizes and then repeats 'Vanilla,' indicating receipt of the correction.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1043", "text": "Oh I’m sorry. I’m sorry. Vanilla.", "turn_id": 103, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Jokes about spelling vanilla 'with a 4,' playful rather than mathematical.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1047", "text": "He actually just doesn’t know how to spell vanilla. He thinks vanilla is spelled with a 4.", "turn_id": 104, "word_count": 17}, {"action": {"confidence": 0.61, "explanation": "Asks 'Happy?' after writing, checking whether the written form is acceptable.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1043", "text": "There. Happy?", "turn_id": 105, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "'That's better' briefly accepts the revised writing.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1015", "text": "That’s better.", "turn_id": 106, "word_count": 2}, {"action": {"confidence": 0.91, "explanation": "Points out a problem with the written letter: it looks like a G, not an A.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1047", "text": "What is this ‘A’? It looks like a G.", "turn_id": 107, "word_count": 9}, {"action": {"confidence": 0.87, "explanation": "Asks 'what else?' to request the next step/information.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1043", "text": "Oh wait I forgot I have this. Okay so what else?", "turn_id": 108, "word_count": 11}, {"action": {"confidence": 0.86, "explanation": "Continues identifying the writing issue: it looks like a G.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1047", "text": "This actually looks like a G though.", "turn_id": 109, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "Agrees: 'It does.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1043", "text": "It does.", "turn_id": 110, "word_count": 2}, {"action": {"confidence": 0.81, "explanation": "Further comments on what the letter looks like, focused on appearance not math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1047", "text": "It looks like a G or like a B.", "turn_id": 111, "word_count": 9}, {"action": {"confidence": 0.95, "explanation": "Asks 'What's next?' to seek the next step in the solution.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1043", "text": "Okay what’s next?", "turn_id": 112, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Computes 25% as half of 7.5 and states '7.5 divided by 2.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1045", "text": "Can’t be talking. So 25% is, so, half of that. 7.5 divided by 2.", "turn_id": 113, "word_count": 14}, {"action": {"confidence": 0.99, "explanation": "Gives the numerical result '3.75.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1015", "text": "Three point seven five.", "turn_id": 114, "word_count": 4}, {"action": {"confidence": 0.55, "explanation": "Adjusts the ongoing work by moving to the next quantity/value after obtaining 3.75.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1045", "text": "Okay, next person, two point, so it's going to be now try three point seven five.", "turn_id": 115, "word_count": 16}, {"action": {"confidence": 0.84, "explanation": "States 'Equals 75' as a tentative written result.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1045", "text": "Equals 75.", "turn_id": 116, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Comments that the work is unorganized and asks for the marker to take over the writing role.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1045", "text": "So our work is so unorganized. Just give me the marker and I'll be the scarecrow.", "turn_id": 117, "word_count": 16}, {"action": {"confidence": 0.93, "explanation": "Expresses confusion and affect about being 'scared' and not knowing what's going on.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1043", "text": "No, I like being scared because the work is so unorganized and I don't know what I'm doing anymore.", "turn_id": 118, "word_count": 19}, {"action": {"confidence": 0.8, "explanation": "Accepts taking over: 'Fine... I'll do the best I can.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1047", "text": "Fine, this is what we started. I'll do the best I can.", "turn_id": 119, "word_count": 12}, {"action": {"confidence": 0.75, "explanation": "Offers 'the mint - it's 30. 30 ice cream' as the next quantity to use.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1043", "text": "Okay, so then the mint - it’s 30. 30 ice cream. Wait can you do - hold on", "turn_id": 120, "word_count": 18}, {"action": {"confidence": 0.83, "explanation": "Connects $15 to 1.5 and asks 'why?', explicitly probing the meaning of the number/decimal step.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1043", "text": "$15 for all of the ice cream. So 15 is one point 1.5. Wait, why?", "turn_id": 121, "word_count": 15}, {"action": {"confidence": 0.67, "explanation": "Explains that mint corresponds to 30 ice creams and begins relating that to cost.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1043", "text": "Okay, so one, one, so the mint is 30 ice cream so that that cost.", "turn_id": 122, "word_count": 15}, {"action": {"confidence": 0.95, "explanation": "Asks 'What kind is that? What is this?' about an item in the work.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1043", "text": "What kind is that? What is this?", "turn_id": 123, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "Clarifies the meaning of the value: '$7.50... that's how much the mint ice cream cost.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1045", "text": "So this is how much the ice cream cost. So it costs $7.50. That's how much the mint ice cream cost.", "turn_id": 124, "word_count": 21}, {"action": {"confidence": 0.93, "explanation": "Sets up the revenue calculation '30 times 80' from selling 30 cones at 80 cents each.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1045", "text": "And then you're selling it for 80. 80 cents. So 30 times 80.", "turn_id": 125, "word_count": 13}], "word_count": 962}
{"day": 1, "grade_band": "5-6", "session_id": "conv_007", "speaker_count": 5, "speakers": [{"role": "student", "speaker_id": "student_1003"}, {"role": "student", "speaker_id": "student_1016"}, {"role": "student", "speaker_id": "student_1044"}, {"role": "student", "speaker_id": "student_1048"}, {"role": "teacher", "speaker_id": "teacher_004"}], "task_id": "ice_cream", "task_name": "Ice Cream", "turn_count": 64, "turns": [{"action": {"confidence": 0.9, "explanation": "Student assigns a value from the problem setup: each tub costs $2.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1048", "text": "So each tub cost $2. So you buy $2", "turn_id": 1, "word_count": 9}, {"action": {"confidence": 0.76, "explanation": "Student computes tubs needed from 300 cones and 10 cones per tub, though initially incorrectly says three tubs.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1048", "text": "So we want to sell 300 ice creams, and you can fill 10 cones in each tub, and each tub costs $2 so if you want to sell 300 then you'd have to get three tubs.", "turn_id": 2, "word_count": 36}, {"action": {"confidence": 0.88, "explanation": "Student self-corrects the previous statement ('No, wait') and reopens the tubs calculation.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1048", "text": "No, wait, yes. To get 300 ice creams. How many tubs do you need?", "turn_id": 3, "word_count": 14}, {"action": {"confidence": 0.97, "explanation": "Student offers '30' as the tentative number of tubs needed.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1044", "text": "30.", "turn_id": 4, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Student computes 2 times 30 to get $60 after accepting 30 tubs.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1048", "text": "That would be 30 tubs. Yeah, and so two times 30 would be 60. $60.", "turn_id": 5, "word_count": 15}, {"action": {"confidence": 0.72, "explanation": "Student repeats the multiplication result and cost calculation, continuing execution of arithmetic.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1048", "text": "So, two times 30, times 30. $60.", "turn_id": 6, "word_count": 7}, {"action": {"confidence": 0.61, "explanation": "'And then we just have to' signals a plan for next steps rather than a finished result.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1003", "text": "And then we just have to.", "turn_id": 7, "word_count": 6}, {"action": {"confidence": 0.66, "explanation": "Student brings up the empty cone as another cost/item from the problem that must be tracked.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1044", "text": "And then, yeah, an empty cone.", "turn_id": 8, "word_count": 6}, {"action": {"confidence": 0.88, "explanation": "Teacher reframes the work process ('Let's start with vanilla') and directs attention to one part of the task.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_004", "text": "I know it's hard. There's a lot of information, right? Let's start with vanilla. unknown_047 see vanilla on there?", "turn_id": 9, "word_count": 19}, {"action": {"confidence": 0.95, "explanation": "Student states the given percentage for vanilla: 50%.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1048", "text": "Uh huh. 50%", "turn_id": 10, "word_count": 3}, {"action": {"confidence": 0.87, "explanation": "Teacher asks students to supply the total number of cones sold, prompting shared understanding of a key quantity.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_004", "text": "50% of you gonna like vanilla. Okay, so how many cones are you gonna sell all together? Do you think?", "turn_id": 11, "word_count": 20}, {"action": {"confidence": 0.91, "explanation": "Student answers the teacher's question with '300.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1016", "text": "300.", "turn_id": 12, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "Teacher asks for the number of vanilla cones, requesting the next inferred quantity.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_004", "text": "So how many vanilla cones?", "turn_id": 13, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Student offers '150' as the number of vanilla cones.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1048", "text": "150.", "turn_id": 14, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Teacher tells the group to write the information down on the shared work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Okay, so let's write that information down. I think we're going to sell 150 vanilla cones.", "turn_id": 15, "word_count": 16}, {"action": {"confidence": 0.91, "explanation": "Teacher asks for the amount each tub yields, eliciting a needed known value.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_004", "text": "And how many cones can you get out of each tub?", "turn_id": 16, "word_count": 11}, {"action": {"confidence": 0.95, "explanation": "Student maps each tub to 10 cones.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1048", "text": "10", "turn_id": 17, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Teacher asks students to determine the number of tubs needed from the vanilla count.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_004", "text": "So how many tubs Do you think you need?", "turn_id": 18, "word_count": 9}, {"action": {"confidence": 0.83, "explanation": "Student proposes '32' as a tentative answer for tubs.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1003", "text": "32.", "turn_id": 19, "word_count": 1}, {"action": {"confidence": 0.89, "explanation": "Teacher flags that answer as not appropriate for vanilla specifically and points to the source of the mistake.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Well right, yes. But, how many tubs is vanilla?", "turn_id": 20, "word_count": 9}, {"action": {"confidence": 0.95, "explanation": "Student revises with '15' as the vanilla tubs.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1044", "text": "15.", "turn_id": 21, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Teacher briefly accepts the result as a starting point without adding new content.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Okay, so that's a start, okay.", "turn_id": 22, "word_count": 6}, {"action": {"confidence": 0.77, "explanation": "Student explains that half of the total gives 15 tubs of vanilla.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1016", "text": "And half of it so 15 of the cups would be vanilla.", "turn_id": 23, "word_count": 12}, {"action": {"confidence": 0.88, "explanation": "Student restates the vanilla category and its 50% condition.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1044", "text": "So we have vanilla. 50%", "turn_id": 24, "word_count": 5}, {"action": {"confidence": 0.82, "explanation": "Student begins restating the overall condition 'if you sell 300.'", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1044", "text": "If you sell, if you sell 300", "turn_id": 25, "word_count": 7}, {"action": {"confidence": 0.86, "explanation": "Student again states the total sales target of 300 cones.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1016", "text": "And so you want to sell 300.", "turn_id": 26, "word_count": 7}, {"action": {"confidence": 0.79, "explanation": "Student suggests multiplying 300 by 0.80 as a method, even though it may be misguided.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1016", "text": "guessing you do 300 times zero point 80, and you should get -", "turn_id": 27, "word_count": 13}, {"action": {"confidence": 0.82, "explanation": "Teacher checks in on progress, managing the activity rather than contributing math content.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Okay, how are you guys doing?", "turn_id": 28, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "Student replies 'Not so good,' expressing affect about progress rather than mathematical reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1016", "text": "Not so good.", "turn_id": 29, "word_count": 3}, {"action": {"confidence": 0.91, "explanation": "Teacher confirms agreement with the group's result of 15 vanilla tubs.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Okay, all right, we need 15 tubs of vanilla. I agree with that.", "turn_id": 30, "word_count": 13}, {"action": {"confidence": 0.87, "explanation": "Teacher introduces the next given: 10% of people like a flavor.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_004", "text": "10% of the people like", "turn_id": 31, "word_count": 5}, {"action": {"confidence": 0.89, "explanation": "Student identifies that flavor as mint.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1003", "text": "Mint.", "turn_id": 32, "word_count": 1}, {"action": {"confidence": 0.83, "explanation": "Teacher simply repeats/accepts 'Mint.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Mint.", "turn_id": 33, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Student's 'That's me' is a personal aside about liking mint, not part of solving.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1003", "text": "That’s me.", "turn_id": 34, "word_count": 2}, {"action": {"confidence": 0.91, "explanation": "Teacher makes a playful social comment about mint preference.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Is that you? Okay. That’s the teacher, he likes mint.", "turn_id": 35, "word_count": 10}, {"action": {"confidence": 0.71, "explanation": "Teacher redirects and says 'maybe let's make a change,' adjusting the current line of work.", "name": "revising_the_method_or_answer"}, "role": "teacher", "speaker_id": "teacher_004", "text": "All right, so we're gonna send three cones. How many of the cones - maybe let’s make a change.", "turn_id": 36, "word_count": 19}, {"action": {"confidence": 0.87, "explanation": "Teacher selects the next subtask: work on mint cones.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Let’s do cones. Let’s do mint.", "turn_id": 37, "word_count": 6}, {"action": {"confidence": 0.91, "explanation": "Teacher restates the total 300 and the 10% mint condition to set up computation.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Okay, so let's - we're gonna sell 300 pounds with 10%", "turn_id": 38, "word_count": 11}, {"action": {"confidence": 0.96, "explanation": "Student gives '30' as the number of mint cones.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1044", "text": "30", "turn_id": 39, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Teacher asks how many tubs are needed for 30 cones, prompting the next quantity.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_004", "text": "30. Okay, and you can get 10 ice cream cones out of a tub. How many tubs do you need if you need to make 30 cups?", "turn_id": 40, "word_count": 27}, {"action": {"confidence": 0.89, "explanation": "Teacher directs students to move on to strawberry next.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Okay? Now, do strawberry.", "turn_id": 41, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Student states the given for strawberry: 25%.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1016", "text": "Strawberry is 25%", "turn_id": 42, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Teacher asks students to express 25% as a fraction.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_004", "text": "So 25% what fraction is that?", "turn_id": 43, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Student maps 25% to one-fourth.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1016", "text": "Um, one-fourth.", "turn_id": 44, "word_count": 2}, {"action": {"confidence": 0.89, "explanation": "Teacher asks how to find one-fourth of 300, inviting a method.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_004", "text": "So we want to know what a fourth of 300 is. How can we do that?", "turn_id": 45, "word_count": 16}, {"action": {"confidence": 0.96, "explanation": "Student suggests dividing 300 by 4 to find one-fourth.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1016", "text": "300 divided by 4.", "turn_id": 46, "word_count": 4}, {"action": {"confidence": 0.81, "explanation": "Teacher initiates the actual computation '300 divided by 4' for students to complete.", "name": "carrying_out_a_computation_step"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Ok, 300 divided by 4. Ok we’re gonna help the Scarecrow. 300 divided by 4?", "turn_id": 47, "word_count": 15}, {"action": {"confidence": 0.97, "explanation": "Student supplies '75' as the quotient/result.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1016", "text": "75.", "turn_id": 48, "word_count": 1}, {"action": {"confidence": 0.8, "explanation": "Teacher repeats and accepts the 75 result.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_004", "text": "So we're gonna need 75, 75 we're gonna need 75.", "turn_id": 49, "word_count": 10}, {"action": {"confidence": 0.92, "explanation": "Teacher asks for the number of tubs needed from 75 strawberry cones.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_004", "text": "75 of those 300 pounds are gonna be strawberry. How many tubs are we gonna need?", "turn_id": 50, "word_count": 16}, {"action": {"confidence": 0.84, "explanation": "Student notes 'There's gonna be 5 left,' evaluating the division of 75 cones into tubs of 10.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1016", "text": "There’s gonna be 5 left.", "turn_id": 51, "word_count": 5}, {"action": {"confidence": 0.92, "explanation": "Teacher explains that because 5 are left over after groups of 10, they need 8 tubs.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Right there will be 5 left so we need 8 tubs.", "turn_id": 52, "word_count": 11}, {"action": {"confidence": 0.91, "explanation": "Teacher directs the group to try chocolate chip next.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Okay. Now try chocolate chip.", "turn_id": 53, "word_count": 5}, {"action": {"confidence": 0.62, "explanation": "Student states 'Chocolate chip - 50%. Equals 50% out of the 30,' incorrectly tying chocolate chip to 30, revealing a mistaken assumption.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1016", "text": "Chocolate chip - 50%. Equals 50% out of the 30.", "turn_id": 54, "word_count": 10}, {"action": {"confidence": 0.69, "explanation": "Student produces confused/inconsistent quantities ('15% out of 300 that would be six'), indicating and enacting erroneous reasoning.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1048", "text": "So you have 15 and you need subtraction. So you have 15% out of 300 that would be six.", "turn_id": 55, "word_count": 19}, {"action": {"confidence": 0.88, "explanation": "Student asks 'is that correct?' to test whether the current result fits the problem.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1016", "text": "You need 30 right? Alright, is that correct?", "turn_id": 56, "word_count": 8}, {"action": {"confidence": 0.97, "explanation": "Student briefly confirms with 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1044", "text": "Yeah.", "turn_id": 57, "word_count": 1}, {"action": {"confidence": 0.74, "explanation": "Student shifts to asking/interpreting that the target quantity is profit.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1048", "text": "Oh so the profit.", "turn_id": 58, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Student explicitly asks whether profit is the whole question, seeking task clarification.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1003", "text": "Is the profit like the whole question?", "turn_id": 59, "word_count": 7}, {"action": {"confidence": 0.63, "explanation": "Student performs arithmetic steps ('15 divided by 3... 20... need 2 tubs') and then asks about adding them.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1044", "text": "20. 15 divided by 3. 20. And then we need 2 tubs. And then do we add them up?", "turn_id": 60, "word_count": 19}, {"action": {"confidence": 0.88, "explanation": "Student asks for the total number of tubs all together.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1044", "text": "We got these. How many tubs all together?", "turn_id": 61, "word_count": 8}, {"action": {"confidence": 0.78, "explanation": "Student offers '31 tubs' as a tentative total, while trying to justify it.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1048", "text": "31 tubs. I mean, because we added these together, no, because we added these together.", "turn_id": 62, "word_count": 15}, {"action": {"confidence": 0.93, "explanation": "Student retracts 31, changes the sum to 28 tubs, and updates total cost to 56.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1048", "text": "No, wait, we added these together and we got 28. It cost $2 for a tub. So it would equal 56.", "turn_id": 63, "word_count": 21}, {"action": {"confidence": 0.91, "explanation": "Student explains the final step: 28 tubs, then multiply by 2 dollars per tub.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1044", "text": "That’s 28 tubs then times 2.", "turn_id": 64, "word_count": 6}], "word_count": 562}
{"day": 1, "grade_band": "5-6", "session_id": "conv_008", "speaker_count": 5, "speakers": [{"role": "student", "speaker_id": "student_1001"}, {"role": "student", "speaker_id": "student_1013"}, {"role": "student", "speaker_id": "student_1028"}, {"role": "teacher", "speaker_id": "teacher_004"}, {"role": "teacher", "speaker_id": "teacher_006"}], "task_id": "ice_cream", "task_name": "Ice Cream", "turn_count": 73, "turns": [{"action": {"confidence": 0.78, "explanation": "Student offers a tentative numeric answer, '300. 300 ice creams,' likely stating the quantity to use in solving.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1028", "text": "300. 300 ice creams.", "turn_id": 1, "word_count": 4}, {"action": {"confidence": 0.78, "explanation": "They assign meaning to a written quantity/notation: 'Five. Cents. And then, per cone.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1028", "text": "Five. Cents. And then, per cone.", "turn_id": 2, "word_count": 6}, {"action": {"confidence": 0.92, "explanation": "This directs how to write the notation on the shared work: don't write 'per' because the dash already means it.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1028", "text": "You don't need to write per with the dash. The dash means per.", "turn_id": 3, "word_count": 13}, {"action": {"confidence": 0.69, "explanation": "Student restates key givens: each tub costs $2 and asks about the selling amount, highlighting central quantities.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1013", "text": "Each tub is  $2 how much is the ice cream gonna sell for?", "turn_id": 4, "word_count": 13}, {"action": {"confidence": 0.85, "explanation": "They put forward 'Eighty cents per ice cream' as a possible value to use.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1028", "text": "Eighty cents eighty cents per ice cream.", "turn_id": 5, "word_count": 7}, {"action": {"confidence": 0.72, "explanation": "The student suggests the next method: figure out the per-single amount and add to get 85 cents per ice cream.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1028", "text": "Now we got to figure out now per single one, now we could add 85 - 85 cents per c dash IC.", "turn_id": 6, "word_count": 22}, {"action": {"confidence": 0.95, "explanation": "This proposes the next computational plan: multiply 0.85 by 300 and record it as 0.85.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1013", "text": "Now try to multiply that by 300 point and make sure to write point eight five.", "turn_id": 7, "word_count": 16}, {"action": {"confidence": 0.95, "explanation": "Student questions whether the obtained result is reasonable: 'That can’t be right, can it?... Is that right?'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1013", "text": "That can’t be right, can it? Actually, it is right. What do you think? Is that right?", "turn_id": 8, "word_count": 17}, {"action": {"confidence": 0.7, "explanation": "After doubt about the prior value, the student changes the amount to 'two dollars and zero cents.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1028", "text": "No I think is two dollars and zero cents.", "turn_id": 9, "word_count": 9}, {"action": {"confidence": 0.71, "explanation": "They begin computing: 'two by five. Divided by... 85. Right?' even though the arithmetic is uncertain.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1013", "text": "Hold on, two by five. Divided by - wait so. What is it? 85. Right?", "turn_id": 10, "word_count": 15}, {"action": {"confidence": 0.77, "explanation": "Beyond a brief 'yeah,' the main force is affective frustration: 'I don't know. Nope, I can't do this.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1028", "text": "Yeah, I think that's how you do it I don't know. Nope, I can't do this.", "turn_id": 11, "word_count": 16}, {"action": {"confidence": 0.8, "explanation": "Student advances that the current computed amount is 'right for the total.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1013", "text": "Um, I think this is right for the total.", "turn_id": 12, "word_count": 9}, {"action": {"confidence": 0.92, "explanation": "They lay out the next step: after total earnings, 'we just have to figure out what we spent.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1013", "text": "Now that's just the total we get. Now, we just have to figure out what we spent.", "turn_id": 13, "word_count": 17}, {"action": {"confidence": 0.9, "explanation": "Student points out a flaw: they still need to account for buying cones, based on the terms.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1028", "text": "No, you still need to buy that based on - you need to buy the cones based on the term.", "turn_id": 14, "word_count": 20}, {"action": {"confidence": 0.96, "explanation": "They execute arithmetic for cost: '26 times two is 52... Equals $52.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1013", "text": "Okay. Hold on, yeah. $2. 260 is 26 - 26 times two is 52 Thank you. I see dollars. Equals $52 comes out of that.", "turn_id": 15, "word_count": 25}, {"action": {"confidence": 0.89, "explanation": "Student continues numerical computation: 'five times two times five - 1275 cents.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1013", "text": "So five times two times five - 1275 cents.", "turn_id": 16, "word_count": 9}, {"action": {"confidence": 0.74, "explanation": "This marks the next step in solving: 'we're just gonna figure that out.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1001", "text": "So now we're just gonna figure that out.", "turn_id": 17, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "Student performs conversion/division and states the result '$12.75.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1013", "text": "Wait, oh, yeah, divided by 100. Yeah, so that'd be 10. Two. That'll be $12.75", "turn_id": 18, "word_count": 15}, {"action": {"confidence": 0.92, "explanation": "They suggest the operation sequence: add these values and then subtract.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1028", "text": "We just add this up and subtract it and subtract it.", "turn_id": 19, "word_count": 11}, {"action": {"confidence": 0.97, "explanation": "Teacher asks for the meaning of the group's numbers: 'tell me all of your numbers.'", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Ok, tell me all of your numbers.", "turn_id": 20, "word_count": 7}, {"action": {"confidence": 0.87, "explanation": "Student explains what the written quantities represent, correcting 'spend' to 'earn.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1013", "text": "So this is the total amount of money we spend. Sorry, no that. This is the total amount of money we earn. This is the what we -", "turn_id": 21, "word_count": 28}, {"action": {"confidence": 0.98, "explanation": "Teacher specifically asks what the 'eighty five' stands for.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Where is the eighty five", "turn_id": 22, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Student provides the meaning of 85: 'the ice cream plus the cone.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1001", "text": "That is the ice cream plus the cone.", "turn_id": 23, "word_count": 8}, {"action": {"confidence": 0.89, "explanation": "Teacher tests whether their setup is logically consistent: are they incorrectly making money on the cone?", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Are you making money off the cone? Or do you have to buy the cones?", "turn_id": 24, "word_count": 15}, {"action": {"confidence": 0.9, "explanation": "Teacher restates a key problem condition: cones cost five cents each and must be purchased.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_004", "text": "You have to buy the cones right? You have to go to the cone store and say five cents each.", "turn_id": 25, "word_count": 20}, {"action": {"confidence": 0.62, "explanation": "Student acknowledges the issue and changes their interpretation: 'we added that into the cones.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1013", "text": "Oh, I know we added that into the cones.", "turn_id": 26, "word_count": 9}, {"action": {"confidence": 0.94, "explanation": "Teacher explains the reasoning: 80 is revenue per cone, but 5 cents of that must be spent on the cone.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_004", "text": "80 is what they're making per cone. You’re giving me 80. But I have to spend five cents of that money for the cone.", "turn_id": 27, "word_count": 24}, {"action": {"confidence": 0.63, "explanation": "Student works through recalculation with zeros/place value and a tentative numeric result.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1013", "text": "On that would just be zero, right? 000, so it’ll just be. 324, D, 00, right, yeah, okay.", "turn_id": 28, "word_count": 18}, {"action": {"confidence": 0.77, "explanation": "They sort out what '1200' means, deciding it is not dollars but '$12.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1013", "text": "that would be 121,000 right. No, hold on, yeah, 1200 perfect. Nah, that wouldn't be dollars. That would be 12 dollars.", "turn_id": 29, "word_count": 21}, {"action": {"confidence": 0.73, "explanation": "Student continues calculating the combined cost and states '24.75.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1028", "text": "So the ice cream, and we get the cones right. We, I think we got the cones right because we did just it for functions. Now we're just going to add this up. Hold on, whoa. 24 point seven five.", "turn_id": 30, "word_count": 40}, {"action": {"confidence": 0.93, "explanation": "Peer suggests an order for solving: first determine how much money is being spent.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1001", "text": "Look at how much money you're spending first.", "turn_id": 31, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "Student notices a specific mistake in their process: 'did I multiply for the cones? Oh, no, I did that wrong.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1013", "text": "It's just $24. We spent $24 for the cones in the ice cream, right. Hold on, did I multiply for the cones? Oh, no, I did that wrong. Hold on, I did the cones wrong.", "turn_id": 32, "word_count": 35}, {"action": {"confidence": 0.84, "explanation": "They replace the earlier cost with corrected values ('$15,' then '$27') and announce completion.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1013", "text": "The way that would be 150 that would be $15. Okay, it is 27. We finished. Does this all makes sense to you guys? Okay, I think this makes sense.", "turn_id": 33, "word_count": 30}, {"action": {"confidence": 0.73, "explanation": "Student clarifies that a quantity on the page is 'how much we earn.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1013", "text": "that's how much we earn. What?", "turn_id": 34, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Teacher confirms one value and asks for the meaning/value of another: 'What's your cost?'", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_004", "text": "I agree with this. That one' s right. What’s your cost? Well, what's your cost?", "turn_id": 35, "word_count": 15}, {"action": {"confidence": 0.96, "explanation": "Student offers '$27' as the cost.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1013", "text": "The cost. We spent $27.", "turn_id": 36, "word_count": 5}, {"action": {"confidence": 0.81, "explanation": "Teacher questions the plausibility of that result with a skeptical repeat: '$27?'", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_004", "text": "$27?", "turn_id": 37, "word_count": 1}, {"action": {"confidence": 0.74, "explanation": "Student gives their rationale for the $27, citing '30 cups of ice cream.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1013", "text": "yeah, 30 cups of ice cream.", "turn_id": 38, "word_count": 6}, {"action": {"confidence": 0.94, "explanation": "Teacher tests the student's result against the task condition by asking how many tubs were needed.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_004", "text": "How many tubs of ice cream did you have to buy?", "turn_id": 39, "word_count": 11}, {"action": {"confidence": 0.94, "explanation": "Student gives a tentative answer: '30' tubs.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1013", "text": "30.", "turn_id": 40, "word_count": 1}, {"action": {"confidence": 0.86, "explanation": "Teacher reminds them of an important constraint: you can have a little extra ice cream.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Because remember, you can have a little bit of extra ice cream.", "turn_id": 41, "word_count": 12}, {"action": {"confidence": 0.56, "explanation": "Student changes the quantity after the reminder, proposing '16' and then '75.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1013", "text": "Okay, 16. That would be 75.", "turn_id": 42, "word_count": 6}, {"action": {"confidence": 0.88, "explanation": "They ask the group for agreement, managing collaborative uptake rather than adding math content.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1013", "text": "Everybody agree with this?", "turn_id": 43, "word_count": 4}, {"action": {"confidence": 0.55, "explanation": "This side remark about 'extra top for strawberry' is loosely related but not advancing the current quantitative reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1028", "text": "I heard them saying something extra top for strawberry.", "turn_id": 44, "word_count": 9}, {"action": {"confidence": 0.78, "explanation": "Student explains why that detail 'doesn't matter' because each liter costs the same.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1013", "text": "You don’t need, but it doesn’t matter. That doesn’t matter because each liter costs -", "turn_id": 45, "word_count": 15}, {"action": {"confidence": 0.97, "explanation": "Student states a new total: '$165.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1013", "text": "Total is $165.", "turn_id": 46, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Teacher indicates an error exists: 'Something's off,' and locates it around tub information.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_006", "text": "Something's off. I think something's off so, but I can't find where they have their tub information.", "turn_id": 47, "word_count": 17}, {"action": {"confidence": 0.74, "explanation": "Student points to the written '$60' as the relevant tub information.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1013", "text": "this is right here, $60.", "turn_id": 48, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Teacher asks what quantity the tub cost corresponds to: 'how many tubs did you buy?'", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_006", "text": "But how many tubs did you buy?", "turn_id": 49, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "Student answers with the candidate quantity '30.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1013", "text": "30.", "turn_id": 50, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Teacher checks that claim against the full situation: '30 tubs for all of this?'", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_006", "text": "30? 30 tubs for all of this?", "turn_id": 51, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "Student asks whether a particular piece of information matters for the solution.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1013", "text": "Wait. Does, does this information matter?", "turn_id": 52, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "Teacher explains why the information matters: it determines tubs needed for each percentage group.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_006", "text": "This information matters. This is how many tubs you need to buy for each of the or this is the percentage of people that you're buying tubs for.", "turn_id": 53, "word_count": 28}, {"action": {"confidence": 0.81, "explanation": "Student argues their reasoning that the tub money amount does not change.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1013", "text": "But the tub amount of money doesn't change.", "turn_id": 54, "word_count": 8}, {"action": {"confidence": 0.99, "explanation": "Teacher briefly acknowledges: 'that’s true.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_006", "text": "that’s true.", "turn_id": 55, "word_count": 2}, {"action": {"confidence": 0.83, "explanation": "Student offers a revised answer/claim: they need enough for 300 ice creams, 'So that would be 60.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1013", "text": "So we just need enough for 300 ice creams. So that would be 60.", "turn_id": 56, "word_count": 14}, {"action": {"confidence": 0.91, "explanation": "Teacher corrects the student's assumption by stating the per-tub yield and questioning it.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_006", "text": "30 ice creams, right, 10 ice creams. So 30 ice creams per tub", "turn_id": 57, "word_count": 13}, {"action": {"confidence": 0.92, "explanation": "Student updates the assumption after the correction: 'it's 10 ice creams per tub.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1013", "text": "30 ice creams per tub? So it's 10 ice creams per tub.", "turn_id": 58, "word_count": 12}, {"action": {"confidence": 0.96, "explanation": "Teacher explains why flavor breakdown matters even if 10 cones come from each tub; they must ensure enough of each flavor.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_006", "text": "You can fill 10 cones from each tub. But here's the thing, though, this does matter, because what a couple of these matter in the sense of you want to make sure that you have enough for everybody in this survey. Do you know what I'm saying?", "turn_id": 59, "word_count": 47}, {"action": {"confidence": 0.86, "explanation": "Student explains their earlier thinking, citing the statement that she is selling 300 ice creams.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1013", "text": "Yeah, but it says she's selling 300 ice creams, right?", "turn_id": 60, "word_count": 10}, {"action": {"confidence": 0.77, "explanation": "Teacher asks for a specific derived quantity under the flavor breakdown: 'how many vanilla is she buying?'", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_006", "text": "And she's using this information to buy her tubs. So how many vanilla is she buying?", "turn_id": 61, "word_count": 16}, {"action": {"confidence": 0.96, "explanation": "Student proposes '30 vanilla' as the amount.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1013", "text": "she's buying 30 vanilla.", "turn_id": 62, "word_count": 4}, {"action": {"confidence": 0.83, "explanation": "Teacher continues eliciting specific quantities: 'how many strawberries?'", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_006", "text": "so she’s buying 30 vanilla? okay, and how many strawberries?", "turn_id": 63, "word_count": 10}, {"action": {"confidence": 0.97, "explanation": "Student answers with '15.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1013", "text": "She’s buying 15.", "turn_id": 64, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Teacher highlights the important condition to consider tubs per flavor and the possibility of a partial tub.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_006", "text": "and how many mint? so let's look at the number of tubs per thing, and know that we have a partial tub", "turn_id": 65, "word_count": 22}, {"action": {"confidence": 0.78, "explanation": "Student responds by adjusting the work: 'maybe we just need to add one cup [tub].'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1013", "text": "Okay, well, then maybe we just need to add one cup.", "turn_id": 66, "word_count": 11}, {"action": {"confidence": 0.96, "explanation": "Teacher explains that the shortcut works only without flavor breakdown; with breakdown, they must treat flavors separately.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_006", "text": "Your thinking is good if she didn't have a breakdown of flavors, but everything was great if there wasn't a breakdown of flavors. But because there's a breakdown of flavors, you can't go the shortcut way.", "turn_id": 67, "word_count": 36}, {"action": {"confidence": 0.97, "explanation": "Teacher uses an analogous lollipop-packages case to transfer the same rounding-up idea to this problem.", "name": "reusing_a_previous_case_or_pattern"}, "role": "teacher", "speaker_id": "teacher_004", "text": "It's kind of like if you get a package of 75 lollipops, but you have 10 friends, two packages. Yeah, right. See same thing, right? Because you can't split it in half.", "turn_id": 68, "word_count": 32}, {"action": {"confidence": 0.94, "explanation": "Student changes the total to '$163' based on adding two tubs and $4.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1013", "text": "Wait 163 dollars. 63 because when we added the two tubs, the added $4 and added it here.", "turn_id": 69, "word_count": 18}, {"action": {"confidence": 0.93, "explanation": "Student decides to keep one earlier part as correct and redo another part, explicitly revising the method.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1013", "text": "I think, I think this we need to keep because you smiley face that. So we just gotta redo this. And this is the right amount of total profit.", "turn_id": 70, "word_count": 29}, {"action": {"confidence": 0.89, "explanation": "Peer points out the likely source of the discrepancy: 'we didn't add that.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1001", "text": "I think we didn't add that.", "turn_id": 71, "word_count": 6}, {"action": {"confidence": 0.87, "explanation": "Student updates the tub count and resulting value again: '31 tubs... now we're back 77.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1013", "text": "Oh, this is so we have 32 tubs, 31. 31 tubs. That’d be 62.okay, okay, now we're back 77", "turn_id": 72, "word_count": 19}, {"action": {"confidence": 0.85, "explanation": "Student closes with acceptance that the work is now settled: 'Yeah, Okay, we're good.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1013", "text": "Yeah, Okay, we're good. Now, there you go. That took way too long.", "turn_id": 73, "word_count": 13}], "word_count": 1010}
{"day": 1, "grade_band": "5-6", "session_id": "conv_009", "speaker_count": 7, "speakers": [{"role": "student", "speaker_id": "student_002"}, {"role": "student", "speaker_id": "student_014"}, {"role": "student", "speaker_id": "student_027"}, {"role": "student", "speaker_id": "student_036"}, {"role": "teacher", "speaker_id": "teacher_001"}, {"role": "teacher", "speaker_id": "teacher_009"}, {"role": "unknown", "speaker_id": "unknown_033"}], "task_id": "znorlian", "task_name": "Znorlian", "turn_count": 177, "turns": [{"action": {"confidence": 0.83, "explanation": "States the group should write down what they know, focusing attention on known information in the task.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_027", "text": "Okay, first things first, we'll write what we know. Like, for example...", "turn_id": 1, "word_count": 12}, {"action": {"confidence": 0.95, "explanation": "Directs someone to put their papers up, managing the shared workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_036", "text": "Wait, unknown_047 put their papers up on there.", "turn_id": 2, "word_count": 8}, {"action": {"confidence": 0.97, "explanation": "Assigns the value 4 to a symbol/item.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_002", "text": "So then this one is four.", "turn_id": 3, "word_count": 6}, {"action": {"confidence": 0.74, "explanation": "Asks whether anyone has a needed paper/item, coordinating materials.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_036", "text": "Anyone have this... anyone has this?", "turn_id": 4, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Again identifies a symbol as worth 4.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_002", "text": "This is a four.", "turn_id": 5, "word_count": 4}, {"action": {"confidence": 0.93, "explanation": "Computes from the mapped value: two fours is 8, then starts extending to more eights.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_036", "text": "That's a four... Okay, so then two fours equals 8, and four eights equals...", "turn_id": 6, "word_count": 14}, {"action": {"confidence": 0.56, "explanation": "Suggests a tentative value pair 'maybe like one, two.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "Let's say... maybe like one, two.", "turn_id": 7, "word_count": 6}, {"action": {"confidence": 0.85, "explanation": "Offers 32 as a tentative computed result.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_036", "text": "32?", "turn_id": 8, "word_count": 1}, {"action": {"confidence": 0.6, "explanation": "Suggests a structural relation: 'Two of these are...' as the next pattern step.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_036", "text": "Two of these are... like next, I guess.", "turn_id": 9, "word_count": 8}, {"action": {"confidence": 0.96, "explanation": "Maps multiple symbols to values: one is 2, another is 8.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_002", "text": "So, this one's 2. This one's 8. This one's...", "turn_id": 10, "word_count": 9}, {"action": {"confidence": 0.83, "explanation": "Assigns a value of 5 to a symbol/part.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_014", "text": "So, that's... so, this is 5.", "turn_id": 11, "word_count": 6}, {"action": {"confidence": 0.9, "explanation": "States the computed total 'Two of these are 32.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_036", "text": "Two of these are 32.", "turn_id": 12, "word_count": 5}, {"action": {"confidence": 0.72, "explanation": "Counts through one to five, likely enumerating components in the representation.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_014", "text": "So, one, two, three, four, and then five.", "turn_id": 13, "word_count": 8}, {"action": {"confidence": 0.96, "explanation": "Maps the referenced symbol to 4.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_036", "text": "This, um, this is a four.", "turn_id": 14, "word_count": 6}, {"action": {"confidence": 0.99, "explanation": "Explicitly maps several symbols to values: 4, 1, and 8.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_002", "text": "This, this symbol is a four. Um, this symbol is a one... uh, this symbol is an eight.", "turn_id": 15, "word_count": 18}, {"action": {"confidence": 0.75, "explanation": "Directs attention to writing just the symbols for 16, refining the written representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_036", "text": "Just the symbols of 16. I think.", "turn_id": 16, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Assigns the remaining symbol a value of 2.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_002", "text": "This one's a two.", "turn_id": 17, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Brief confirmation 'Oh yeah' acknowledging the prior mapping.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_036", "text": "Oh yeah.", "turn_id": 18, "word_count": 2}, {"action": {"confidence": 0.9, "explanation": "Tentatively assigns one symbol the value 8.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_014", "text": "These, I think... I think this one's 8... and...", "turn_id": 19, "word_count": 9}, {"action": {"confidence": 0.97, "explanation": "Confirms that a symbol is 8.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_036", "text": "Yea, this one's 8.", "turn_id": 20, "word_count": 4}, {"action": {"confidence": 0.83, "explanation": "Notes that one symbol/value is still missing and asks which one, inventorying needed elements.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_002", "text": "Hold on, we're missing one. Wait, wait, which one are we missing.", "turn_id": 21, "word_count": 12}, {"action": {"confidence": 0.78, "explanation": "Supplies the missing value as 5.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_014", "text": "Five.", "turn_id": 22, "word_count": 1}, {"action": {"confidence": 0.91, "explanation": "Summarizes the set of known values and identifies the missing one as 4.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_002", "text": "Oh, yeah. So we have one, two, eight, and then we're missing four.", "turn_id": 23, "word_count": 13}, {"action": {"confidence": 0.88, "explanation": "Brief emphatic uptake 'Four!' confirming the missing value.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Four!", "turn_id": 24, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Confirms that the referenced symbol is 4.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_036", "text": "Yeah, that's four.", "turn_id": 25, "word_count": 3}, {"action": {"confidence": 0.67, "explanation": "Begins proposing the next step 'we have to make...' indicating how to proceed.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_002", "text": "Okay, so we have to make...", "turn_id": 26, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "Confirms they have identified all symbols.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_036", "text": "We got all them.", "turn_id": 27, "word_count": 4}, {"action": {"confidence": 0.87, "explanation": "Summarizes that all symbols have been accounted for.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_002", "text": "Yeah, that's all the symbols.", "turn_id": 28, "word_count": 5}, {"action": {"confidence": 0.92, "explanation": "Suggests a concrete expression: eight plus eight plus four plus one.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "We do eight plus... eight plus eight plus four plus one.", "turn_id": 29, "word_count": 11}, {"action": {"confidence": 0.9, "explanation": "Says they need to determine another symbol by adding the shown values together.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_002", "text": "Wait, wait, wait, this one. We have to find out what this one is. So all of these, add these together.", "turn_id": 30, "word_count": 21}, {"action": {"confidence": 0.89, "explanation": "Reiterates the plan to add all the values together.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_036", "text": "Um... add all these together.", "turn_id": 31, "word_count": 5}, {"action": {"confidence": 0.93, "explanation": "Rejects including one item because it is not part of the target, diagnosing the mistake in the setup.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_002", "text": "No, no, no, not, not this one, not this one, because this one's not included in this one. So we need to find out what this one is.", "turn_id": 32, "word_count": 28}, {"action": {"confidence": 0.91, "explanation": "Offers 14 as the resulting value.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_036", "text": "14.", "turn_id": 33, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Briefly accepts the proposed value 14.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Yeah, 14.", "turn_id": 34, "word_count": 2}, {"action": {"confidence": 0.86, "explanation": "Continues the arithmetic with 'plus two.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_036", "text": "Plus two... plus two...", "turn_id": 35, "word_count": 4}, {"action": {"confidence": 0.85, "explanation": "Asks/interprets whether the referenced expression corresponds to 16.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_002", "text": "So isn't this? This one's the 16.", "turn_id": 36, "word_count": 7}, {"action": {"confidence": 0.91, "explanation": "Confirms that the referenced symbol/expression is 16.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_036", "text": "This one's, ah, that one's 16 yea.", "turn_id": 37, "word_count": 7}, {"action": {"confidence": 0.94, "explanation": "States the task goal: find the shortest way to write 21.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_002", "text": "Okay... now we have to find the shortest way to walk, write 21.", "turn_id": 38, "word_count": 13}, {"action": {"confidence": 0.9, "explanation": "Suggests 'this plus four plus one' as a candidate expression for 21.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "Okay, this plus four plus one.", "turn_id": 39, "word_count": 6}, {"action": {"confidence": 0.72, "explanation": "Minimal uptake 'Okay, that's...' without adding new content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_036", "text": "Okay, that's...", "turn_id": 40, "word_count": 2}, {"action": {"confidence": 0.58, "explanation": "Clarifies that the prior expression was just a suggestion.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_014", "text": "I'm just saying that.", "turn_id": 41, "word_count": 4}, {"action": {"confidence": 0.71, "explanation": "Evaluates whether the proposed expression might work: 'it might be.'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_002", "text": "Yeah, but we also... Wait, if that's... it might be.", "turn_id": 42, "word_count": 10}, {"action": {"confidence": 0.86, "explanation": "Notes a needed element/value 5 is unavailable, invoking a task constraint.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_014", "text": "I wish we had five. We need a five.", "turn_id": 43, "word_count": 9}, {"action": {"confidence": 0.63, "explanation": "Starts suggesting an alternative writing method: 'you could write...'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_036", "text": "Yeah. You know, you could write...", "turn_id": 44, "word_count": 6}, {"action": {"confidence": 0.82, "explanation": "Asks what someone is doing, managing work on the shared artifact.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "What are you doing?", "turn_id": 45, "word_count": 4}, {"action": {"confidence": 0.83, "explanation": "Repeats the management question about the peer's action.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "What are you doing?", "turn_id": 46, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Playful comment about being a scarecrow, not advancing math work.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "You're a scarecrow remember.", "turn_id": 47, "word_count": 4}, {"action": {"confidence": 0.91, "explanation": "Offers a new concrete expression: 'this, plus this, plus this.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "No... let's just do... this, plus this, plus this.", "turn_id": 48, "word_count": 9}, {"action": {"confidence": 0.64, "explanation": "Objects to an incorrect value '60' and restates with four plus one in context.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_002", "text": "Okay, so, 60 plus four plus one.", "turn_id": 49, "word_count": 7}, {"action": {"confidence": 0.73, "explanation": "States the target total 21, checking the candidate against the goal.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_014", "text": "21.", "turn_id": 50, "word_count": 1}, {"action": {"confidence": 0.73, "explanation": "Offers to do something for the peer, directing the next workspace action.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "21 let me do something for you.", "turn_id": 51, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Questions where a minus sign came from, explicitly flagging an error in the written expression.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_002", "text": "Add them. No, wait, where did the minus come from?", "turn_id": 52, "word_count": 10}, {"action": {"confidence": 0.92, "explanation": "Brief agreement 'Exactly, bro' supporting the prior error diagnosis.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_036", "text": "Exactly, bro.", "turn_id": 53, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Corrects the written form to '16 plus four plus one' after rejecting the previous notation.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_002", "text": "No, you're not supposed to write this. You're writing 16 plus four plus one.", "turn_id": 54, "word_count": 14}, {"action": {"confidence": 0.79, "explanation": "A frustrated social reaction 'Bro. What...' rather than substantive math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "Bro. What...", "turn_id": 55, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "Directs a peer to write the equation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Write the equation.", "turn_id": 56, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Tells someone to erase it and mentions the eraser, coordinating workspace changes.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_036", "text": "Erase that. There's an eraser... Or, whatever. Never mind.", "turn_id": 57, "word_count": 9}, {"action": {"confidence": 0.67, "explanation": "Transition word 'Anyways, so...' marking continuation without substantive new content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Anyways, so...", "turn_id": 58, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "Directs someone to write the symbols.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_036", "text": "Write the symbols.", "turn_id": 59, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Tells someone to write a plus sign.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Write this plus.", "turn_id": 60, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Repeats the instruction to write the symbols.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_036", "text": "Write the symbols bro.", "turn_id": 61, "word_count": 4}, {"action": {"confidence": 0.72, "explanation": "Single-word directive about writing 'Four.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Four.", "turn_id": 62, "word_count": 1}, {"action": {"confidence": 0.99, "explanation": "Detailed instructions for how to write the symbolic expression on the board/paper.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_014", "text": "Write the symbol of 16, and then addition sign, and then the symbol of four, and then an additional... addition sign, and then the symbol of one.", "turn_id": 63, "word_count": 27}, {"action": {"confidence": 0.83, "explanation": "Continues directing what symbol to write and then objects 'No!' as part of managing the notation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Plus symbol of one. No!", "turn_id": 64, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "A joking/frustrated remark 'rage baiting' not contributing mathematically.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "This has got to be rage baiting.", "turn_id": 65, "word_count": 7}, {"action": {"confidence": 0.92, "explanation": "Directs how to write 21 and then corrects the symbol choice.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "So now you put 21 equal... not, not equal.", "turn_id": 66, "word_count": 9}, {"action": {"confidence": 0.93, "explanation": "Clarifies the instruction to write an equal sign.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "I just said E... equal!", "turn_id": 67, "word_count": 5}, {"action": {"confidence": 0.88, "explanation": "Explains they should use the symbol rather than the letter E, still directing writing.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_036", "text": "Equal. No, just take the symbol of it, bro. What's E doing, what's E bro?", "turn_id": 68, "word_count": 15}, {"action": {"confidence": 0.96, "explanation": "Specifies how to draw the sign: two lines.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Two lines.", "turn_id": 69, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "Further directs how to draw the equal sign with two lines on top of each other.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_036", "text": "Two lines on top. Two lines on top of each other, bro.", "turn_id": 70, "word_count": 12}, {"action": {"confidence": 0.95, "explanation": "Adds spatial clarification 'Horizontally.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Horizontally, horizontally.", "turn_id": 71, "word_count": 2}, {"action": {"confidence": 0.92, "explanation": "Tells the peer not to do that, managing the writing action.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_036", "text": "Please don't do that.", "turn_id": 72, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Gives precise drawing instructions for the equal sign.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_014", "text": "Do two equally sized horizontal lines.", "turn_id": 73, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Continues instructing how to make the sign with parallel horizontal lines.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Two Parallel lines. Horizontally... I said horizontally... Okay, so, two parallel lines, horizontal.", "turn_id": 74, "word_count": 13}, {"action": {"confidence": 0.95, "explanation": "Repeatedly confirms that the written sign will work.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_036", "text": "That will work, That will work. That will work. That will work.", "turn_id": 75, "word_count": 12}, {"action": {"confidence": 0.98, "explanation": "Directs where to put 21 and how to write it.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Okay, and then over here put 21... Two, one.", "turn_id": 76, "word_count": 9}, {"action": {"confidence": 0.97, "explanation": "More detailed direction about drawing a short straight line.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_014", "text": "No, just put one short, straight line, about an inch.", "turn_id": 77, "word_count": 10}, {"action": {"confidence": 0.81, "explanation": "Exasperated comment about where someone got something from, more affective than mathematical.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "Okay. Oh my God, so where did he get this from?", "turn_id": 78, "word_count": 11}, {"action": {"confidence": 0.66, "explanation": "Counts/directs the writing sequence while someone writes.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_036", "text": "One, two, two, two.", "turn_id": 79, "word_count": 4}, {"action": {"confidence": 0.91, "explanation": "Directs writing 'one, a line.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Okay, one, a line.", "turn_id": 80, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Tells the peer not to do anything else.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_036", "text": "Yes, don't do anything else.", "turn_id": 81, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Simple 'Okay' acknowledging the direction.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Okay.", "turn_id": 82, "word_count": 1}, {"action": {"confidence": 0.83, "explanation": "Comments that it looks weird; evaluative rather than mathematical.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "Looks kind of weird, but...", "turn_id": 83, "word_count": 5}, {"action": {"confidence": 0.91, "explanation": "Evaluates that this is the shortest way found so far.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_002", "text": "Oh my. Okay, so that's the shortest way we've found so far.", "turn_id": 84, "word_count": 12}, {"action": {"confidence": 0.85, "explanation": "Comments 'unusual, but ok,' an affective evaluation of the notation.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "This is unusual, but ok.", "turn_id": 85, "word_count": 5}, {"action": {"confidence": 0.93, "explanation": "States belief that this is the shortest valid way, checking against the task criterion.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_002", "text": "I think this is the shortest way.", "turn_id": 86, "word_count": 7}, {"action": {"confidence": 0.98, "explanation": "Joking comment about someone 'breaking his ankles,' clearly off-task/social.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "He's breaking his ankles over here.", "turn_id": 87, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "Offers 'eight multiplied by four' as a possible expression/result to use.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "Eight multiplied by four.", "turn_id": 88, "word_count": 4}, {"action": {"confidence": 0.96, "explanation": "Brief confirmation 'Oh, yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_036", "text": "Oh, yeah.", "turn_id": 89, "word_count": 2}, {"action": {"confidence": 0.84, "explanation": "Simple rejection 'No' of the prior proposal.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_002", "text": "No.", "turn_id": 90, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Executes the arithmetic: eight times four equals 32, then continues.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_014", "text": "First we can do eight times four, first of all, 32, and then.", "turn_id": 91, "word_count": 13}, {"action": {"confidence": 0.76, "explanation": "Suggests another possible expression 'seven times four' before withdrawing it.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_036", "text": "Or you can make seven out of it. Seven times four. Nevermind, keep talking.", "turn_id": 92, "word_count": 14}, {"action": {"confidence": 0.62, "explanation": "Minimal uptake 'Uh, I mean, it would still be.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Uh, I mean, it would still be.", "turn_id": 93, "word_count": 7}, {"action": {"confidence": 0.91, "explanation": "Recognizes a constraint problem: they can't use that because they don't have one plus three.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_014", "text": "Oh, eight. Wait, no, we can't. We don't have one plus three.", "turn_id": 94, "word_count": 12}, {"action": {"confidence": 0.91, "explanation": "Offers 'eight times three minus three' as a candidate expression.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_036", "text": "Eight times three minus three.", "turn_id": 95, "word_count": 5}, {"action": {"confidence": 0.93, "explanation": "Asks 'What is this? What?' seeking explanation of the proposed notation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_002", "text": "What is this? What?", "turn_id": 96, "word_count": 4}, {"action": {"confidence": 0.88, "explanation": "Repeats the candidate 'Eight times three minus...'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "Eight times three minus...", "turn_id": 97, "word_count": 4}, {"action": {"confidence": 0.96, "explanation": "Strongly rejects the peer's expression as not allowed, then starts a new valid combination.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_002", "text": "You don't have a brain. You're not allowed to write that. You can't. Wait, so eight plus 16.", "turn_id": 98, "word_count": 18}, {"action": {"confidence": 0.73, "explanation": "Notes that someone is erasing it, focusing on the shared writing action.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_014", "text": "Wait, now he's erasing it.", "turn_id": 99, "word_count": 5}, {"action": {"confidence": 0.89, "explanation": "Suggests 'eight plus 16...' as the new expression.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_002", "text": "Wait, eight plus 16... eight plus.", "turn_id": 100, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "Repeats and accepts 'Eight plus 16.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Eight plus 16.", "turn_id": 101, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Simple 'Okay' marking uptake.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Okay.", "turn_id": 102, "word_count": 1}, {"action": {"confidence": 0.81, "explanation": "Suggests a method: now they could do eight multiplied by four.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_014", "text": "Now we could do eight times, eight multiplied by four.", "turn_id": 103, "word_count": 10}, {"action": {"confidence": 0.98, "explanation": "Computes eight times four as 32.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_002", "text": "Eight times four is 32.", "turn_id": 104, "word_count": 5}, {"action": {"confidence": 0.92, "explanation": "Brief response 'I know.' indicating receipt.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "I know.", "turn_id": 105, "word_count": 2}, {"action": {"confidence": 0.92, "explanation": "Asks how they are going to get that result, requesting explanation of the step.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_002", "text": "And then how we're gonna get that?", "turn_id": 106, "word_count": 7}, {"action": {"confidence": 0.88, "explanation": "Supplies 'and then minus three' as the completing expression.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_036", "text": "And then minus three.", "turn_id": 107, "word_count": 4}, {"action": {"confidence": 0.73, "explanation": "Echoes 'Minus,' showing uptake of the prior suggestion.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Minus.", "turn_id": 108, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Questions where 29 came from, focusing on interpreting the written number/result.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_002", "text": "Where'd you get 29? Oh.", "turn_id": 109, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Clarifies that the written number is 24, not another value.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_036", "text": "That's 24.", "turn_id": 110, "word_count": 2}, {"action": {"confidence": 0.54, "explanation": "Minimal continuation 'He said.' without substantive new content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "He said.", "turn_id": 111, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Reinforces that the numeral written is 24.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_036", "text": "Yeah, that's a 24, bro.", "turn_id": 112, "word_count": 5}, {"action": {"confidence": 0.86, "explanation": "States the prior interpretation as 29, continuing the discussion of what numeral is written.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_002", "text": "That was a 29.", "turn_id": 113, "word_count": 4}, {"action": {"confidence": 0.58, "explanation": "Says they're going to look for something, a coordination/materials move.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_014", "text": "Just a sec, I'm going to see if there's anything...", "turn_id": 114, "word_count": 10}, {"action": {"confidence": 0.87, "explanation": "Comments on handwriting and says 'Comprende,' social/evaluative rather than mathematical.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "You need to fix your handwriting cause that two looks like a Z. Comprende?", "turn_id": 115, "word_count": 14}, {"action": {"confidence": 0.91, "explanation": "Teacher asks whether the group is ready yet, orienting them to activity progress/status.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Are you guys ready yet, or no not yet?", "turn_id": 116, "word_count": 9}, {"action": {"confidence": 0.77, "explanation": "Explains to the teacher why they are not ready: their work was erased.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_002", "text": "He erased our thing.", "turn_id": 117, "word_count": 4}, {"action": {"confidence": 0.79, "explanation": "Student asks 'What?' in response to the report to teacher.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_027", "text": "What?", "turn_id": 118, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Teacher says 'Oh, okay,' simply receiving the explanation.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Oh, okay.", "turn_id": 119, "word_count": 2}, {"action": {"confidence": 0.83, "explanation": "Tells a peer 'You're not allowed to talk,' a social control remark tied to the role-play, not math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "You're not allowed to talk.", "turn_id": 120, "word_count": 5}, {"action": {"confidence": 0.88, "explanation": "Tells peer 'Be quiet,' another social/disciplinary remark.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "Be quiet.", "turn_id": 121, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "Evaluates that they cannot do it in two symbols but can in three, checking the shortest-way constraint.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_002", "text": "I mean, I don't think we can get it in two. We can get it in three, but not two.", "turn_id": 122, "word_count": 20}, {"action": {"confidence": 0.94, "explanation": "Tells someone to tell the writer what to write.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_036", "text": "Bro, just tell him what to write.", "turn_id": 123, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Directs the peer to rewrite what was erased.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Write what you erased.", "turn_id": 124, "word_count": 4}, {"action": {"confidence": 0.84, "explanation": "Single-word instruction 'Plus.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_014", "text": "Plus.", "turn_id": 125, "word_count": 1}, {"action": {"confidence": 0.99, "explanation": "Insulting peer comment, clearly affective/social.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "Very poor, very non intelligent human being.", "turn_id": 126, "word_count": 7}, {"action": {"confidence": 0.58, "explanation": "Begins stating what they need to do next: 'We just need...'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_014", "text": "We just need.", "turn_id": 127, "word_count": 3}, {"action": {"confidence": 0.73, "explanation": "Frustrated social remark 'I need you to. Again!' without math content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "I need you to. Again!", "turn_id": 128, "word_count": 5}, {"action": {"confidence": 0.99, "explanation": "Joking that he's not a human being, he's a scarecrow.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_014", "text": "He's not a human being, he's a scarecrow.", "turn_id": 129, "word_count": 8}, {"action": {"confidence": 0.99, "explanation": "Continues the scarecrow joke about not having a brain.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "A scarecrow doesn't have a brain.", "turn_id": 130, "word_count": 6}, {"action": {"confidence": 0.99, "explanation": "Extended joking/insulting commentary about brain cells and subtracting brain power.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "Well, clearly, he has stolen other people. He's making me lose brain cells. He's subtracting our brain power.", "turn_id": 131, "word_count": 18}, {"action": {"confidence": 0.98, "explanation": "Directs someone to erase and write plus instead.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_036", "text": "Okay, erase this and write plus that.", "turn_id": 132, "word_count": 7}, {"action": {"confidence": 0.88, "explanation": "Teacher checks whether the group has an answer yet, framing activity status.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "I thought you guys had an answer.", "turn_id": 133, "word_count": 7}, {"action": {"confidence": 0.79, "explanation": "Explains to the teacher that they had an answer until the peer disrupted it.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_002", "text": "We had an answer, but this thing.", "turn_id": 134, "word_count": 7}, {"action": {"confidence": 0.71, "explanation": "Teacher lightly receives and echoes 'Scarecrow. Yeah, yeah, uh, huh.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Scarecrow. Yeah, yeah, uh, huh.", "turn_id": 135, "word_count": 5}, {"action": {"confidence": 0.86, "explanation": "Student tells the teacher their answer structure: that plus that plus that.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_014", "text": "It was that plus that plus that.", "turn_id": 136, "word_count": 7}, {"action": {"confidence": 0.82, "explanation": "Tells peer they can't write either, a social control comment.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "You can't write either. We didn't tell you that you could write.", "turn_id": 137, "word_count": 12}, {"action": {"confidence": 0.8, "explanation": "Teacher directs students to tell the 'scarecrow' what to do.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Tell this scarecrow. He's a mess. He's a mess. Tell him, go ahead, tell him.", "turn_id": 138, "word_count": 15}, {"action": {"confidence": 0.95, "explanation": "Responds 'You're a mess,' a social remark.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "You're a mess.", "turn_id": 139, "word_count": 3}, {"action": {"confidence": 0.8, "explanation": "Teacher says 'Don't tell him he's a mess,' playful/social management rather than math.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Don't tell him he's a mess.", "turn_id": 140, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "Teacher asks what the student pointed out, requesting clarification of the representation.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Wait, what did you point out?", "turn_id": 141, "word_count": 6}, {"action": {"confidence": 0.87, "explanation": "Student responds to teacher by summarizing the expression: this plus this, plus this.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_014", "text": "This plus this, plus this.", "turn_id": 142, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "Teacher says 'Okay,' simply receiving the explanation.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Okay.", "turn_id": 143, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Tells the peer to do what they were told to do.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_036", "text": "Do what you were told to do... please, bro.", "turn_id": 144, "word_count": 9}, {"action": {"confidence": 0.85, "explanation": "Teacher asks whether a plus sign is needed in Znorlian notation, probing meaning of the notation symbol.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "In Znorlian, and do you need the plus sign?", "turn_id": 145, "word_count": 9}, {"action": {"confidence": 0.65, "explanation": "Links a symbol in Znorlian to the subtraction sign meaning/same symbol relation.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_002", "text": "Yes, they use the same subtraction sign.", "turn_id": 146, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "Teacher explains that a plus sign is unnecessary because adjacency automatically means plus.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_009", "text": "The subtraction sign, yeah. But do you need a plus sign in Znorlian? No, it automatically means plus right?", "turn_id": 147, "word_count": 19}, {"action": {"confidence": 0.89, "explanation": "Teacher gives brief praise 'Nice job, guys.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Nice job, guys.", "turn_id": 148, "word_count": 3}, {"action": {"confidence": 0.9, "explanation": "Teacher again gives brief praise/closure 'Nice job, yay.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Nice job, yay.", "turn_id": 149, "word_count": 3}, {"action": {"confidence": 0.93, "explanation": "Questions what the equal sign is, focusing on symbol meaning in the representation.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_036", "text": "Bro, what is that equal to sign.", "turn_id": 150, "word_count": 7}, {"action": {"confidence": 0.99, "explanation": "Says 'Ow,' an affective reaction unrelated to math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Ow.", "turn_id": 151, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "Tells someone to be quiet, a social management comment.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "Can't talk. Gotta be quiet. Shush.", "turn_id": 152, "word_count": 6}, {"action": {"confidence": 0.99, "explanation": "Jokes that the scarecrow can't feel pain.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "You can't feel pain. You're scarecrow.", "turn_id": 153, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Teacher transitions the class, gives role-play closure and directions about returning materials and groups.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "You are official members of Znornia. Cool, official members of Znornia. All right, so who's ever the Scarecrow. Listen, first, I need you to bring me the marker, and I need, oh, and the eraser, if you have it. And then go back, stay in your groups.", "turn_id": 154, "word_count": 47}, {"action": {"confidence": 0.93, "explanation": "Teacher clarifies the grouping arrangement for the next phase.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Your groups that you're currently in.", "turn_id": 155, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Joking comment 'I hope you're not a scarecrow.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "I hope you're not a scarecrow.", "turn_id": 156, "word_count": 6}, {"action": {"confidence": 0.86, "explanation": "Repeats that someone can't talk, a social role-play remark.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "No, no, no, you can't talk. You can't talk.", "turn_id": 157, "word_count": 9}, {"action": {"confidence": 0.97, "explanation": "Playful apology about having to talk.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "I'm free. I'm sorry, I'm sorry I had to talk.", "turn_id": 158, "word_count": 10}, {"action": {"confidence": 0.97, "explanation": "Continues the social role-play 'you're not free.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_036", "text": "No you're not, you're not free.", "turn_id": 159, "word_count": 6}, {"action": {"confidence": 0.7, "explanation": "Single slang/affective utterance 'Base.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "Base.", "turn_id": 160, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Teacher launches a new mathematical discussion, asking what an expression means to a mathematician.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "And, what does this mean to a mathematician? What does this mean to a mathematician? Yes.", "turn_id": 161, "word_count": 16}, {"action": {"confidence": 0.86, "explanation": "Gives the meaning of the expression as 'two times two times two.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_036", "text": "Two times two times two.", "turn_id": 162, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Teacher enthusiastically receives the student's interpretation.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, I love it. Two times two times two.", "turn_id": 163, "word_count": 9}, {"action": {"confidence": 0.93, "explanation": "Provides another interpretation: 'Two to the power of three.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_027", "text": "Two to the power of three.", "turn_id": 164, "word_count": 6}, {"action": {"confidence": 0.81, "explanation": "Teacher asks what two times two times two equals, soliciting a result from the class.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Two to the power of three. Exactly, exactly. Okay. Does anybody know fast, what's two times two times two?", "turn_id": 165, "word_count": 19}, {"action": {"confidence": 0.89, "explanation": "Offers a tentative answer '12. Wait, no.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "Uh... 12. Wait, no.", "turn_id": 166, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Teacher asks about 'two to the first power,' prompting explanation/answer.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "What's two to the first power?", "turn_id": 167, "word_count": 6}, {"action": {"confidence": 0.88, "explanation": "Student revises their answer from four to two after self-correction.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_027", "text": "Four. No, two. Two, two.", "turn_id": 168, "word_count": 5}, {"action": {"confidence": 0.84, "explanation": "Brings up a side comment about a formula their dad taught them, not advancing the current task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "My dad taught me this, uh, a method to, uh, like, there's this formula that knows its zero, that proves its zero.", "turn_id": 169, "word_count": 22}, {"action": {"confidence": 0.95, "explanation": "Teacher responds 'Oh, yeah?' as brief receipt of the side comment.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, yeah?", "turn_id": 170, "word_count": 2}, {"action": {"confidence": 0.88, "explanation": "Says it's confusing and drops it with 'never mind,' not advancing math work.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "It's like, so, it's a little confusing. But... never mind.", "turn_id": 171, "word_count": 10}, {"action": {"confidence": 0.78, "explanation": "Teacher asks whether the numbers look familiar, prompting recognition from students.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Never mind, okay, do these numbers look familiar?", "turn_id": 172, "word_count": 8}, {"action": {"confidence": 0.8, "explanation": "Brief response 'No.' to the teacher's question.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "No.", "turn_id": 173, "word_count": 1}, {"action": {"confidence": 0.8, "explanation": "Brief response 'Yes.' to the teacher's question.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Yes.", "turn_id": 174, "word_count": 1}, {"action": {"confidence": 0.79, "explanation": "Teacher repeats the question to the group, soliciting recognition/response.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Znorlianites, do these numbers look familiar?", "turn_id": 175, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "Explains why they look familiar: 'They're right there.'", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_033", "text": "Yes, yes. They're right there.", "turn_id": 176, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "Teacher closes the Znorlian activity, praises the class, and gives directions for collecting papers.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "They're right there, exactly. Oh, oh, that's interesting. Perfect, perfect. All right, you guys did a great job with Znorlian number system. That was fantastic. Okay, so now I need a person who is sitting in this spot. Raise your hand if you're sitting in the spot at the table. If you're sitting in this spot, raise your hand. Okay, good job. I need you to collect Znorlian papers, and bring them to the teacher", "turn_id": 177, "word_count": 75}], "word_count": 1319}
{"day": 1, "grade_band": "5-6", "session_id": "conv_010", "speaker_count": 10, "speakers": [{"role": "student", "speaker_id": "student_002"}, {"role": "student", "speaker_id": "student_011"}, {"role": "student", "speaker_id": "student_027"}, {"role": "student", "speaker_id": "student_028"}, {"role": "student", "speaker_id": "student_031"}, {"role": "student", "speaker_id": "student_033"}, {"role": "student", "speaker_id": "student_036"}, {"role": "teacher", "speaker_id": "teacher_001"}, {"role": "teacher", "speaker_id": "teacher_009"}, {"role": "unknown", "speaker_id": "unknown_033"}], "task_id": "znorlian", "task_name": "Znorlian", "turn_count": 121, "turns": [{"action": {"confidence": 0.99, "explanation": "Assigns a value to a symbol: 'Up means one.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_011", "text": "Up means one.", "turn_id": 1, "word_count": 3}, {"action": {"confidence": 0.69, "explanation": "After restating the value, directs a peer to record it: 'Wait write it on the board.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_028", "text": "Up means one, and so two, so. Wait write it on the board.", "turn_id": 2, "word_count": 13}, {"action": {"confidence": 0.79, "explanation": "Teacher directs students back to the worksheet/task: 'Read your questions.'", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Read your questions.", "turn_id": 3, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "States a symbol-value pairing: 'The triangle means one.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_028", "text": "The triangle means one.", "turn_id": 4, "word_count": 4}, {"action": {"confidence": 0.59, "explanation": "Mentions writing status, managing the shared recording rather than adding math content.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_011", "text": "Oh, wait, I wrote.", "turn_id": 5, "word_count": 4}, {"action": {"confidence": 0.96, "explanation": "Points out a specific representation mistake: 'there's no line in the middle.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_033", "text": "No, no, no, there's no line in the middle.", "turn_id": 6, "word_count": 9}, {"action": {"confidence": 0.78, "explanation": "Accepts the error and indicates correction: 'I know, I forgot.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_011", "text": "I know, I forgot.", "turn_id": 7, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Again assigns value to the triangle: 'Triangle equals one.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_028", "text": "Triangle equals one.", "turn_id": 8, "word_count": 3}, {"action": {"confidence": 0.81, "explanation": "Brief confirmation of prior statement: 'Equals one. Okay.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_033", "text": "Equals one. Okay.", "turn_id": 9, "word_count": 3}, {"action": {"confidence": 0.8, "explanation": "Computes an unknown from a known total: 'This is five, so... this would be four.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_028", "text": "Five. This is five, so that means this would be four.", "turn_id": 10, "word_count": 11}, {"action": {"confidence": 0.97, "explanation": "Minimal agreement/backchannel: 'Uh. Yeah, yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_011", "text": "Uh. Yeah, yeah.", "turn_id": 11, "word_count": 3}, {"action": {"confidence": 0.93, "explanation": "States symbol-value relation for the 'weird symbol' as five.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_028", "text": "So, so, triangle, and then this weird symbol is five.", "turn_id": 12, "word_count": 10}, {"action": {"confidence": 0.9, "explanation": "Brief uptake with no new content: 'Okay, um.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_011", "text": "Okay, um.", "turn_id": 13, "word_count": 2}, {"action": {"confidence": 0.66, "explanation": "Names what should be written next on the shared work: 'Triangle.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_028", "text": "Triangle.", "turn_id": 14, "word_count": 1}, {"action": {"confidence": 0.72, "explanation": "Light confirmation/repetition: 'Yea, triangle, that thing.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_033", "text": "Yea, triangle, that thing.", "turn_id": 15, "word_count": 4}, {"action": {"confidence": 0.61, "explanation": "Coordinates the writing/drawing process: 'This, this, this, okay.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_011", "text": "This, this, this, okay.", "turn_id": 16, "word_count": 4}, {"action": {"confidence": 0.51, "explanation": "Holds the floor while continuing the writing sequence: 'Um, and then.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_028", "text": "Um, and then.", "turn_id": 17, "word_count": 3}, {"action": {"confidence": 0.9, "explanation": "Provides the value to write: 'Equals four.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_011", "text": "Equals four.", "turn_id": 18, "word_count": 2}, {"action": {"confidence": 0.87, "explanation": "Corrects and directs the recording: 'Do that again.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_028", "text": "No, no, yeah, equals four. And then that, and then put like. Do that again.", "turn_id": 19, "word_count": 15}, {"action": {"confidence": 0.95, "explanation": "Requests clarification about the instruction: 'What?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_011", "text": "What?", "turn_id": 20, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Repeats a directive about the shared writing: 'Do it again.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_028", "text": "Do it again.", "turn_id": 21, "word_count": 3}, {"action": {"confidence": 0.91, "explanation": "Checks what exactly should be repeated: 'This thing again?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_011", "text": "This thing again?", "turn_id": 22, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Brief confirmation: 'Uh, huh.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Uh, huh.", "turn_id": 23, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "Short confirmation: 'Yup.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_011", "text": "Yup.", "turn_id": 24, "word_count": 1}, {"action": {"confidence": 0.76, "explanation": "Continues directing the notation to be written: 'and then the triangle.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_028", "text": "Um, and then the triangle.", "turn_id": 25, "word_count": 5}, {"action": {"confidence": 0.84, "explanation": "Tells a peer what not to write on the workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_011", "text": "You don't need to write that.", "turn_id": 26, "word_count": 6}, {"action": {"confidence": 0.85, "explanation": "Justifies why it must be written: 'because it equals five.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_028", "text": "Yes we do, because it equals five.", "turn_id": 27, "word_count": 7}, {"action": {"confidence": 0.93, "explanation": "Brief acceptance: 'Okay, um.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_011", "text": "Okay, um.", "turn_id": 28, "word_count": 2}, {"action": {"confidence": 0.82, "explanation": "Manages participation norms: 'no talking. You can't talk.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_033", "text": "Wait, no talking. You can't talk.", "turn_id": 29, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Affective reaction/frustration: 'Oh, fudge.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_011", "text": "Oh, fudge.", "turn_id": 30, "word_count": 2}, {"action": {"confidence": 0.9, "explanation": "Directs a peer to write a statement on the board.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_028", "text": "Just write. Okay, triangle equals five.", "turn_id": 31, "word_count": 6}, {"action": {"confidence": 0.74, "explanation": "Checks whether a part of the task is completed correctly: 'That one's done right?'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_033", "text": "That one's done right? Up, is done?", "turn_id": 32, "word_count": 7}, {"action": {"confidence": 0.71, "explanation": "Shifts attention to the next worksheet prompt: 'Adding numbers in Znorlian...'", "name": "orienting_to_lesson_or_activity"}, "role": "student", "speaker_id": "student_028", "text": "The up is done. Adding numbers in Znorlian, and... is an addition sentence adding, what?", "turn_id": 33, "word_count": 15}, {"action": {"confidence": 0.98, "explanation": "Performs arithmetic: 'one plus one is two.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_033", "text": "Wait, one plus one is two.", "turn_id": 34, "word_count": 6}, {"action": {"confidence": 0.75, "explanation": "Updates their work based on the computation: 'so... that is two.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_028", "text": "Oh, okay, okay, so, so, that is two.", "turn_id": 35, "word_count": 8}, {"action": {"confidence": 0.82, "explanation": "Confirms the computed value: 'That's two.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_033", "text": "That's two.", "turn_id": 36, "word_count": 2}, {"action": {"confidence": 0.62, "explanation": "Notes the task involves 'two numbers,' identifying what is being added/tracked.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_011", "text": "Okay, two numbers.", "turn_id": 37, "word_count": 3}, {"action": {"confidence": 0.78, "explanation": "Again checks whether an item is completed: 'this one's done right?'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_033", "text": "Wait, this one's done right?", "turn_id": 38, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "Brief confirmation: 'Yea.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Yea.", "turn_id": 39, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Brief receipt: 'Okay.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_033", "text": "Okay.", "turn_id": 40, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "Reads/restates the prompt goal: 'different ways to write some numbers.'", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_028", "text": "There are the different ways to write some numbers.", "turn_id": 41, "word_count": 9}, {"action": {"confidence": 0.78, "explanation": "Suggests equivalence structure among forms: 'Two of these equals this, which equals that.'", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_028", "text": "Oh. Two of these equals this, which equals that.", "turn_id": 42, "word_count": 9}, {"action": {"confidence": 0.77, "explanation": "Explains the equivalence by relating counts and total value: 'Two of these is eight... four of these is eight.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_028", "text": "Two of these is eight equals four of these is eight.", "turn_id": 43, "word_count": 11}, {"action": {"confidence": 0.86, "explanation": "Seeks clarification about the proposed grouping: 'Wait, four of these.'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_033", "text": "Wait, four of these.", "turn_id": 44, "word_count": 4}, {"action": {"confidence": 0.73, "explanation": "Supplies the value of that grouping: 'Is eight.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_028", "text": "Is eight.", "turn_id": 45, "word_count": 2}, {"action": {"confidence": 0.75, "explanation": "Offers a tentative identification: 'that's just an eight.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_031", "text": "So, that's just an eight.", "turn_id": 46, "word_count": 5}, {"action": {"confidence": 0.8, "explanation": "Confirms the proposal: 'Yeah, this is an eight.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Yeah, this is an eight.", "turn_id": 47, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Directs what to draw on the workspace: 'Draw a square and fill it in.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_033", "text": "Draw a square and fill it in. Oh, yeah, and then four of those is eight.", "turn_id": 48, "word_count": 16}, {"action": {"confidence": 0.88, "explanation": "Suggests a chain of equivalences among symbols: 'this equals this equals this.'", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_031", "text": "So, maybe, this equals this equals this.", "turn_id": 49, "word_count": 7}, {"action": {"confidence": 0.88, "explanation": "Explains why the symbol is eight: 'Two fours is eight.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_028", "text": "Yeah, two. This one is eight. Two fours is eight and.", "turn_id": 50, "word_count": 11}, {"action": {"confidence": 0.73, "explanation": "Briefly affirms the interpretation: 'That's an eight.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "That's an eight.", "turn_id": 51, "word_count": 3}, {"action": {"confidence": 0.89, "explanation": "Performs the arithmetic explicitly: 'Two fours is eight.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_028", "text": "Two fours is eight.", "turn_id": 52, "word_count": 4}, {"action": {"confidence": 0.68, "explanation": "Repeats/accepts: 'And that's an eight.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "And that's an eight.", "turn_id": 53, "word_count": 4}, {"action": {"confidence": 0.69, "explanation": "Further confirmation of the same value.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "And that's an eight.", "turn_id": 54, "word_count": 4}, {"action": {"confidence": 0.73, "explanation": "Evaluates that the symbol 'should be eight' and accepts it.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_033", "text": "So that should be eight. Okay.", "turn_id": 55, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Carries out multi-step arithmetic to derive 14 from known parts.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_028", "text": "So, two plus eight is ten, plus four is 14. So, something minus two is 14.", "turn_id": 56, "word_count": 16}, {"action": {"confidence": 0.92, "explanation": "States the inferred value: 'that weird looking number is 16.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_028", "text": "16. So that weird looking number is 16. That weird thing is 16.", "turn_id": 57, "word_count": 13}, {"action": {"confidence": 0.83, "explanation": "Makes a non-mathematical analogy: 'like minute timers.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_033", "text": "Like it, like those, like minute timers.", "turn_id": 58, "word_count": 7}, {"action": {"confidence": 0.81, "explanation": "Continues the playful analogy: 'The little hour glasses.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "The little hour glasses.", "turn_id": 59, "word_count": 4}, {"action": {"confidence": 0.93, "explanation": "Brief enthusiastic agreement: 'Yeah, yeah, yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_033", "text": "Yeah, yeah, yeah.", "turn_id": 60, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Moves to next goal and proposes a method: 'we should just try to add them all together and find out.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_028", "text": "Equals 16. Now we have to figure out, what is the shortest way to write 21. So, we should just try to add them all together and find out.", "turn_id": 61, "word_count": 29}, {"action": {"confidence": 0.73, "explanation": "Signals having a possible way to proceed: 'I know... you could do...'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_033", "text": "Wait, I know, I know you could do...", "turn_id": 62, "word_count": 8}, {"action": {"confidence": 0.93, "explanation": "Directs a peer to record the idea: 'Write that down.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_028", "text": "All right, that's one. Write that down.", "turn_id": 63, "word_count": 7}, {"action": {"confidence": 0.9, "explanation": "Offers a concrete expression for 21: '16 plus five.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_033", "text": "16 plus five.", "turn_id": 64, "word_count": 3}, {"action": {"confidence": 0.73, "explanation": "Translates the number expression into the symbol representation: 'that hourglass plus this.'", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_028", "text": "Okay, no, okay, 16, all right, that hourglass plus this.", "turn_id": 65, "word_count": 10}, {"action": {"confidence": 0.86, "explanation": "Adds more symbolic pieces to the written representation: 'Plus sideways hourglass, plus up.'", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_033", "text": "Plus sideways hourglass, plus up.", "turn_id": 66, "word_count": 5}, {"action": {"confidence": 0.79, "explanation": "Simple confirmation: 'That's what we did.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "That's what we did.", "turn_id": 67, "word_count": 4}, {"action": {"confidence": 0.84, "explanation": "Checks whether the proposed form satisfies the 'shortest way' constraint.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_033", "text": "No wait. The shortest way to write 21. The shortest, that's the shortest. Yeah.", "turn_id": 68, "word_count": 14}, {"action": {"confidence": 0.77, "explanation": "Confirms the proposed combination reaches the target: 'We got 21.'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_028", "text": "Plus. Yeah, okay. We got 21.", "turn_id": 69, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Directs a formatting action on the shared work: 'You have to write an equals sign.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_033", "text": "You have to write an equals sign.", "turn_id": 70, "word_count": 7}, {"action": {"confidence": 0.81, "explanation": "Evaluates completion and whether any shorter option exists: 'Can we do any... no.'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_028", "text": "Okay. Yay! I think that's it right? Can we do any... no.", "turn_id": 71, "word_count": 12}, {"action": {"confidence": 0.91, "explanation": "Affective evaluation of difficulty: 'That was easy, kind of.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_011", "text": "That was easy, kind of.", "turn_id": 72, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Playful social comment: 'Because you were the Scarecrow.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "Because you were the Scarecrow.", "turn_id": 73, "word_count": 5}, {"action": {"confidence": 0.91, "explanation": "Teacher invites the group to explain their thinking to her as an external listener.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Alright, tell me what you guys were thinking.", "turn_id": 74, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "Summarizes the group's reasoning process and how they found 4.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_028", "text": "Okay, so we found out that this was four because this and this. This is five, so then minus this one, like this, plus this is five, and we know this one's one, so five minus one is four.", "turn_id": 75, "word_count": 39}, {"action": {"confidence": 0.86, "explanation": "Teacher checks the source/meaning of the 'one' value: 'That was told to you that that was one?'", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "That was told to you that that was one?", "turn_id": 76, "word_count": 9}, {"action": {"confidence": 0.98, "explanation": "Brief confirmation: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Yeah.", "turn_id": 77, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Teacher receives the answer: 'Okay.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Okay.", "turn_id": 78, "word_count": 1}, {"action": {"confidence": 0.86, "explanation": "Continues presenting their method, including asking groupmates to supply one step.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_028", "text": "So this is four because five minus one is four, and then we find out this is two. How did we find that out?", "turn_id": 79, "word_count": 24}, {"action": {"confidence": 0.63, "explanation": "Hesitant uptake while thinking: 'Uh...'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_033", "text": "Uh...", "turn_id": 80, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Provides the reasoning for finding 2: 'One plus one equals two.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_011", "text": "One plus one equals two.", "turn_id": 81, "word_count": 5}, {"action": {"confidence": 0.87, "explanation": "Continues the public explanation of how they found the down triangle's value.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_028", "text": "Oh yeah, because the triangle plus triangle equals the down triangle.", "turn_id": 82, "word_count": 11}, {"action": {"confidence": 0.98, "explanation": "Teacher briefly acknowledges: 'Okay.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Okay.", "turn_id": 83, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Explains to the teacher how they determined another symbol was 8.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_028", "text": "And then that square thingy is eight. We found that was eight because... because two of the fours was eight, and then four of... four, two fours, two of these is eight, and then four of those is eight. So this thing would also be eight.", "turn_id": 84, "word_count": 46}, {"action": {"confidence": 0.98, "explanation": "Teacher receives the explanation: 'Okay.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Okay.", "turn_id": 85, "word_count": 1}, {"action": {"confidence": 0.91, "explanation": "Continues summarizing how they found 16.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_028", "text": "And then that 16 because we found that two plus eight is 10 plus four is, wait, 14.", "turn_id": 86, "word_count": 18}, {"action": {"confidence": 0.91, "explanation": "Supplies arithmetic support for the presented reasoning: 'Two plus eight is 10 plus four is 14.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_033", "text": "Two plus eight is 10 plus four is 14.", "turn_id": 87, "word_count": 9}, {"action": {"confidence": 0.93, "explanation": "Finishes the explanation of deriving 16 and then finding the shortest way to write 21.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_028", "text": "And then the this minus two would equal 14. So we did 14 plus two equals 16, and then what is the shortest way to write 21.", "turn_id": 88, "word_count": 27}, {"action": {"confidence": 0.87, "explanation": "Concisely summarizes the final composition making 21.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_033", "text": "That was 16. That was five, and that was 21.", "turn_id": 89, "word_count": 10}, {"action": {"confidence": 0.96, "explanation": "Teacher gives brief positive receipt: 'Nicely done.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Nicely, done.", "turn_id": 90, "word_count": 2}, {"action": {"confidence": 0.91, "explanation": "Teacher comments on a student's quietness and wellbeing rather than math content.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "You're very quiet. Is this too early for you? Are you okay? You're very quiet today. Are you okay?", "turn_id": 91, "word_count": 19}, {"action": {"confidence": 0.93, "explanation": "Brief response to teacher check-in: 'Uh, yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "Uh, yeah.", "turn_id": 92, "word_count": 2}, {"action": {"confidence": 0.78, "explanation": "Teacher prompts reflection on the activity: 'what did you like about this problem?'", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Does this, what did you like about this problem?", "turn_id": 93, "word_count": 9}, {"action": {"confidence": 0.88, "explanation": "Affective evaluation of the task: 'It was like, kind of unique.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_033", "text": "It was like, kind of unique.", "turn_id": 94, "word_count": 6}, {"action": {"confidence": 0.83, "explanation": "Teacher comments on the character of the problem, framing the activity experience.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "And it wasn't like, it was numbers, but it wasn't numbers,", "turn_id": 95, "word_count": 11}, {"action": {"confidence": 0.88, "explanation": "Student gives an evaluative reaction: 'it was like, different.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "Yeah, it was like, different.", "turn_id": 96, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Teacher asks whether the solution could be done with only three pieces, testing a task constraint.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Right. That's what I like about these problems is like, and you have to use all the pieces. Could you do it with only three?", "turn_id": 97, "word_count": 25}, {"action": {"confidence": 0.9, "explanation": "Student answers the constraint-checking question: 'No.'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_033", "text": "No.", "turn_id": 98, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Teacher asks whether this is the group's final answer.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Is that your final answer?", "turn_id": 99, "word_count": 5}, {"action": {"confidence": 0.93, "explanation": "Brief confirming response: 'Mhm.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_033", "text": "Mhm.", "turn_id": 100, "word_count": 1}, {"action": {"confidence": 0.53, "explanation": "Teacher's remark 'Yeah, I didn't touch' is social/side commentary, not advancing the math.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Yeah, I didn't touch.", "turn_id": 101, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Teacher manages materials and movement: bring marker/eraser and return to groups.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Alright, yay! You are official members of Znornia. Cool, official members of Znornia. All right, so who's ever the Scarecrow. Listen, first, I need you to bring me the marker, and I need, oh, and the eraser, if you have it. And then go back, stay in your groups.", "turn_id": 102, "word_count": 49}, {"action": {"confidence": 0.97, "explanation": "Clarifies the grouping instruction: 'Your groups that you're currently in.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Your groups that you're currently in.", "turn_id": 103, "word_count": 6}, {"action": {"confidence": 0.56, "explanation": "Single social utterance 'Base' appears non-mathematical and playful.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "Base.", "turn_id": 104, "word_count": 1}, {"action": {"confidence": 0.87, "explanation": "Teacher launches a new whole-class mathematical prompt about notation meaning.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "And, what does this mean to a mathematician? What does this mean to a mathematician? Yes.", "turn_id": 105, "word_count": 16}, {"action": {"confidence": 0.88, "explanation": "Interprets the written expression as repeated multiplication: 'Two times two times two.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_036", "text": "Two times two times two.", "turn_id": 106, "word_count": 5}, {"action": {"confidence": 0.85, "explanation": "Teacher positively receives the answer by repeating it.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, I love it. Two times two times two.", "turn_id": 107, "word_count": 9}, {"action": {"confidence": 0.96, "explanation": "Maps the notation to exponent language: 'Two to the power of three.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_027", "text": "Two to the power of three.", "turn_id": 108, "word_count": 6}, {"action": {"confidence": 0.8, "explanation": "Teacher confirms and then asks the class the next quick question.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Two to the third power. Two to the power of three. Exactly, exactly. Okay. Does anybody know fast, what's two times two times two?", "turn_id": 109, "word_count": 24}, {"action": {"confidence": 0.97, "explanation": "Student first gives 'Six' then immediately corrects to 'eight.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_028", "text": "Six. No, eight.", "turn_id": 110, "word_count": 3}, {"action": {"confidence": 0.78, "explanation": "Teacher introduces the next specific expression to evaluate: 'What's two to the first power?'", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "What's two to the first power?", "turn_id": 111, "word_count": 6}, {"action": {"confidence": 0.92, "explanation": "Provides the answer to the prompt: 'Two. Two.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_028", "text": "Two. Two.", "turn_id": 112, "word_count": 2}, {"action": {"confidence": 0.83, "explanation": "Personal aside about dad teaching a method, not advancing the current class problem.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "My dad taught me this, uh, a method to, uh, like, there's this formula that knows it's zero, that proves it's zero.", "turn_id": 113, "word_count": 22}, {"action": {"confidence": 0.8, "explanation": "Teacher briefly encourages continuation: 'Oh, yeah?'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, yeah?", "turn_id": 114, "word_count": 2}, {"action": {"confidence": 0.88, "explanation": "Abandons the side comment: 'it's a little confusing... never mind.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "It's like, so, it's a little confusing. But... never mind.", "turn_id": 115, "word_count": 10}, {"action": {"confidence": 0.81, "explanation": "Teacher redirects class attention to whether the displayed numbers are familiar.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Never mind, okay, do these numbers look familiar?", "turn_id": 116, "word_count": 8}, {"action": {"confidence": 0.73, "explanation": "Supplies an answer to the teacher's question: 'No.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "No.", "turn_id": 117, "word_count": 1}, {"action": {"confidence": 0.73, "explanation": "Another student supplies the opposite answer: 'Yes.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_002", "text": "Yes.", "turn_id": 118, "word_count": 1}, {"action": {"confidence": 0.76, "explanation": "Teacher revoices the same whole-class prompt to the Znorlian group.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Znorlianites, do these numbers look familiar?", "turn_id": 119, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "Answers 'Yes' and explains why: 'They're right there.'", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_033", "text": "Yes, yes. They're right there.", "turn_id": 120, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Teacher closes the activity and directs students to collect and deliver papers.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "They're right there, exactly. Oh, oh, that's interesting. Perfect, perfect. All right, you guys did a great job with Znorlian number system. That was fantastic. Okay, so now I need a person who is sitting in this spot. Raise your hand if you're sitting in the spot at the table. If you're sitting in this spot, raise your hand. Okay, good job. I need you to collect Znorlian papers, and bring them to the teacher", "turn_id": 121, "word_count": 75}], "word_count": 1009}
{"day": 1, "grade_band": "5-6", "session_id": "conv_011", "speaker_count": 7, "speakers": [{"role": "student", "speaker_id": "student_005"}, {"role": "student", "speaker_id": "student_018"}, {"role": "student", "speaker_id": "student_024"}, {"role": "student", "speaker_id": "student_027"}, {"role": "student", "speaker_id": "student_1038"}, {"role": "teacher", "speaker_id": "teacher_009"}, {"role": "unknown", "speaker_id": "unknown_033"}], "task_id": "znorlian", "task_name": "Znorlian", "turn_count": 111, "turns": [{"action": {"confidence": 0.9, "explanation": "Student says they have 'the exact same riddle,' explicitly linking this task to a prior/identical case to guide work on 21.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_018", "text": "So we have the exact same riddle. Easiest way to find 21.", "turn_id": 1, "word_count": 12}, {"action": {"confidence": 0.75, "explanation": "Brief agreement with the prior statement ('Yeah, we have the same one') without adding substantial new reasoning.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "Yeah, we have the same one. The shortest way.", "turn_id": 2, "word_count": 9}, {"action": {"confidence": 0.98, "explanation": "Teacher directs how the group should work: only the scarecrow writes and does not talk.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "All right, here we go. See what you can do. Only the scarecrow is writing. Scarecrow's not talking.", "turn_id": 3, "word_count": 18}, {"action": {"confidence": 0.96, "explanation": "Student inventories the symbols they see, establishing the key elements to track in the task.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_018", "text": "First, let's write down all the little... um, all the symbols we see. So I think we should an up, an up arrow. Triangle. And then this weird, like cross thing, and then, like a colored in square.", "turn_id": 4, "word_count": 38}, {"action": {"confidence": 0.97, "explanation": "Simple 'Yeah' confirming the symbol-listing move.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "Yeah.", "turn_id": 5, "word_count": 1}, {"action": {"confidence": 0.73, "explanation": "Student prompts a peer to contribute the next symbol/value information ('what do you have?').", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Okay. And then what do you have?", "turn_id": 6, "word_count": 7}, {"action": {"confidence": 0.76, "explanation": "Student names another symbol present ('an upward one of these'), adding to the shared list of relevant elements.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_024", "text": "And then, like, an upward one of these.", "turn_id": 7, "word_count": 8}, {"action": {"confidence": 0.62, "explanation": "Student checks whether their symbol inventory is complete ('that's all we have, right?').", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "And then, that's all we have, right?", "turn_id": 8, "word_count": 7}, {"action": {"confidence": 0.74, "explanation": "Peer rejects the completeness claim ('No, no, no, no'), signaling it is incorrect.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_024", "text": "No, no, no, no.", "turn_id": 9, "word_count": 4}, {"action": {"confidence": 0.8, "explanation": "Student updates the symbol list and suggests putting symbols together, modifying the shared representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_018", "text": "Wait... we have that one. We have that one. Okay, so now you're gonna figure out what that means. Let's put these all together. Okay. I think... so what we gotta do. Okay.", "turn_id": 10, "word_count": 33}, {"action": {"confidence": 0.99, "explanation": "Teacher reminds the scarecrow of the participation rule: no talking.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, scarecrow no talking.", "turn_id": 11, "word_count": 4}, {"action": {"confidence": 0.77, "explanation": "Student states the goal is to determine what number each symbol represents.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_024", "text": "We have to figure out kind of what the symbols, what number there.", "turn_id": 12, "word_count": 13}, {"action": {"confidence": 0.99, "explanation": "Student proposes specific values for symbols ('this could be two and this could be one').", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "I think this could be two and this could be one. What do you think?", "turn_id": 13, "word_count": 15}, {"action": {"confidence": 0.86, "explanation": "Student performs the arithmetic combination 'Two plus one.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_024", "text": "Two plus one.", "turn_id": 14, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Student computes 'One plus one is two.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "One plus one is two.", "turn_id": 15, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Brief confirmation of the computation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "Yeah.", "turn_id": 16, "word_count": 1}, {"action": {"confidence": 0.86, "explanation": "Student instructs peer what to write ('write equals... one above it') while advancing the shared workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Yeah. So can you right here, write equals like, or just one above it, or something? Okay. And then I think this one's a two. Okay. And then now, this is four. And now this is also.", "turn_id": 17, "word_count": 37}, {"action": {"confidence": 0.79, "explanation": "Student offers a tentative value assignment: 'That's eight.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_005", "text": "That's eight.", "turn_id": 18, "word_count": 2}, {"action": {"confidence": 0.82, "explanation": "Student asks whether the referenced symbol/value is 8 ('This is eight?').", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "This is eight?", "turn_id": 19, "word_count": 3}, {"action": {"confidence": 0.76, "explanation": "Student supports the 8 claim by citing 'plus four plus four equals eight.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_024", "text": "Yeah, plus four plus four equals eight, yeah.", "turn_id": 20, "word_count": 8}, {"action": {"confidence": 0.8, "explanation": "Student seeks clarification about which symbol is being assigned 8.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "Okay, I think we're doing. That one's, that one's eight?", "turn_id": 21, "word_count": 10}, {"action": {"confidence": 0.61, "explanation": "Student backs off the prior assignment ('No, uh, I think that'), indicating a change in the current answer.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_024", "text": "No, uh, I think that.", "turn_id": 22, "word_count": 5}, {"action": {"confidence": 0.57, "explanation": "Student pauses to inspect/verify the current reasoning ('let's see').", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "Hold on, let's see.", "turn_id": 23, "word_count": 4}, {"action": {"confidence": 0.73, "explanation": "Student proposes a value for the 'down one' symbol.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_024", "text": "That down one's.", "turn_id": 24, "word_count": 3}, {"action": {"confidence": 0.62, "explanation": "Student continues assigning/interpreting a symbol's value ('So I think this one').", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "So I think this one.", "turn_id": 25, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Student counts by twos to reach 8, using arithmetic to infer symbol values.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_024", "text": "Two, four, six, eight. So, no, the down ones, the down ones, the down ones are two.", "turn_id": 26, "word_count": 17}, {"action": {"confidence": 0.84, "explanation": "Student infers another symbol's value from already established ones ('this one has to be').", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, so we have that, that means that this one has to be.", "turn_id": 27, "word_count": 13}, {"action": {"confidence": 0.9, "explanation": "Peer supplies the tentative value 'Four, that's four.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_005", "text": "Four, that's four.", "turn_id": 28, "word_count": 3}, {"action": {"confidence": 0.83, "explanation": "Student accepts 4 but corrects which symbol gets that value ('No, this one's four').", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, okay, that would be four. No, this one's four.", "turn_id": 29, "word_count": 10}, {"action": {"confidence": 0.82, "explanation": "Brief confirmation of the corrected referent ('Yeah, that one').", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "Yeah, that one.", "turn_id": 30, "word_count": 3}, {"action": {"confidence": 0.92, "explanation": "Student tests whether a derived value makes sense and notes it does not ('That doesn't make sense').", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "Then what would this one be? This one should equals four minus one equals two, eight, blank. That doesn't make sense. I think this one would have to eight.", "turn_id": 31, "word_count": 29}, {"action": {"confidence": 0.91, "explanation": "Student restates a symbol-value mapping and notes one remaining unknown meaning.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_024", "text": "So the up one equals one, and then this, this, we have to figure out what this means.", "turn_id": 32, "word_count": 18}, {"action": {"confidence": 0.91, "explanation": "Peer counts 'Two, four, six, eight' as part of executing the arithmetic pattern.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_005", "text": "Two, four, six, eight.", "turn_id": 33, "word_count": 4}, {"action": {"confidence": 0.88, "explanation": "Student concludes from the count that 'that's two,' assigning the value.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_024", "text": "Yeah, that's two.", "turn_id": 34, "word_count": 3}, {"action": {"confidence": 0.79, "explanation": "Student combines two quantities to state they add to five.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "Which is five, these two add up to five.", "turn_id": 35, "word_count": 9}, {"action": {"confidence": 0.87, "explanation": "Peer proposes a value assignment: 'That's four.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_005", "text": "That's four.", "turn_id": 36, "word_count": 2}, {"action": {"confidence": 0.83, "explanation": "Student justifies why a symbol must be 4 because the expression 'says which is five.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "This one is four. That one's definitely four, cause it says which is five.", "turn_id": 37, "word_count": 14}, {"action": {"confidence": 0.72, "explanation": "Student tests whether the sequence 'one, two, four, six' makes sense with the emerging system.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "Okay, so now we know this one's one, two, four, six. One, two, four, six. I think that would make sense, what do you think?", "turn_id": 38, "word_count": 25}, {"action": {"confidence": 0.85, "explanation": "Peer points out a contradiction in the current reasoning about 4+4 and 8.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_005", "text": "Yeah, but that... If four plus four is eight then eight equals.", "turn_id": 39, "word_count": 12}, {"action": {"confidence": 0.8, "explanation": "Student explains the assignment by counting by twos and concluding which symbols are 2 and 8.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_024", "text": "Two, four, six, eight. So that, those are two, and this is eight.", "turn_id": 40, "word_count": 13}, {"action": {"confidence": 0.9, "explanation": "Student asks what value the remaining symbol could be.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "So this is two. Then what could this be?", "turn_id": 41, "word_count": 9}, {"action": {"confidence": 0.95, "explanation": "Peer supplies the candidate value 'One.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_024", "text": "One.", "turn_id": 42, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Student explains that 2+2=4, so the symbol would have to be 4.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "This one would be two plus two equals four. That would have to be a four.", "turn_id": 43, "word_count": 16}, {"action": {"confidence": 0.97, "explanation": "Brief agreement with the prior explanation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "Yeah.", "turn_id": 44, "word_count": 1}, {"action": {"confidence": 0.8, "explanation": "Student tentatively maps values, comparing possibilities for whether a symbol is 1 or 2.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "I think this is, I think this is a one. If we think this a two. Can we, minus one. What minus, what is this equal? So we have four.", "turn_id": 45, "word_count": 30}, {"action": {"confidence": 0.98, "explanation": "Student explicitly states the symbol means 1 in Znorlian.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "This is five. In Znorlian, this one means one. Okay, so this is one.", "turn_id": 46, "word_count": 14}, {"action": {"confidence": 0.68, "explanation": "Student suggests these are 'different ways to write the numbers,' a broader interpretation of the numeral system's structure.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_018", "text": "So I think, different ways to write the numbers, for example. So this is.", "turn_id": 47, "word_count": 14}, {"action": {"confidence": 0.89, "explanation": "Peer proposes 'Eight probably' as a tentative value.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_005", "text": "Eight probably.", "turn_id": 48, "word_count": 2}, {"action": {"confidence": 0.87, "explanation": "Student invokes the meaning of equals ('means the same') to justify the mapping.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "But equals means the same, so.", "turn_id": 49, "word_count": 6}, {"action": {"confidence": 0.68, "explanation": "Peer briefly accepts the equality-based reasoning and repeats the value.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "Yeah, so that's eight.", "turn_id": 50, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Student assigns specific values to multiple symbols ('this would be four... this would be two').", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "So this would be. No, this would be four, and I think this would be two.", "turn_id": 51, "word_count": 16}, {"action": {"confidence": 0.74, "explanation": "Peer flags a potential inconsistency with the assumption 'if this is one.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_005", "text": "Yeah, but if that, if this is one.", "turn_id": 52, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "Student retracts and revises several symbol-value assignments, trying a new configuration.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_018", "text": "This would be one, two, three. No, one, that would be one. No, no. Maybe this could be eight, no, this could be two, and this is eight, and this is four.", "turn_id": 53, "word_count": 32}, {"action": {"confidence": 0.97, "explanation": "Brief agreement with the revision.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "Yeah.", "turn_id": 54, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Another brief agreement with the revised values.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "Yeah.", "turn_id": 55, "word_count": 1}, {"action": {"confidence": 0.72, "explanation": "Student confirms the current assignments ('Two, eight. Okay').", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Two, eight. Okay, and now.", "turn_id": 56, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Student states the doubling sequence 'One, two, four, eight,' proposing the underlying numeral pattern.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_024", "text": "One, two, four, eight.", "turn_id": 57, "word_count": 4}, {"action": {"confidence": 0.75, "explanation": "Student says they now need to determine the remaining symbol and then 'find a problem,' outlining next steps.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_018", "text": "Now we just gotta figure out what that one means. So now let's find a problem.", "turn_id": 58, "word_count": 16}, {"action": {"confidence": 0.42, "explanation": "Very brief directing/deictic turn ('This') toward the shared work/problem.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_024", "text": "This.", "turn_id": 59, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Simple confirmation 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Yeah.", "turn_id": 60, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Peer suggests a method: add the known values up.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_005", "text": "Let's add these all up. So we have.", "turn_id": 61, "word_count": 8}, {"action": {"confidence": 0.94, "explanation": "Student offers a tentative value for the unknown symbol: 'Maybe that's a seven.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_024", "text": "Maybe that's a seven.", "turn_id": 62, "word_count": 4}, {"action": {"confidence": 0.99, "explanation": "Student computes 2+8+4=14.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "Two. Sorry, two plus eight is ten, plus 4. 14.", "turn_id": 63, "word_count": 10}, {"action": {"confidence": 0.96, "explanation": "Student evaluates the result 12 and says it cannot be right.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "14 minus two is 12. No, that this can't be 12. I don't think.", "turn_id": 64, "word_count": 14}, {"action": {"confidence": 0.79, "explanation": "Peer suggests the symbol might function as a minus/negative sign, a structural reinterpretation of the notation.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_005", "text": "This could be a minus. It's a negative number.", "turn_id": 65, "word_count": 9}, {"action": {"confidence": 0.79, "explanation": "Student tentatively proposes the unknown may be 6, despite noting they can't talk.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1038", "text": "Maybe this is six. Oh, I can't talk", "turn_id": 66, "word_count": 8}, {"action": {"confidence": 0.64, "explanation": "Teacher asks the group to report their current status ('where are we?'), eliciting the meaning/state of their work.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay. So, where are we?", "turn_id": 67, "word_count": 5}, {"action": {"confidence": 0.7, "explanation": "Student explains what part remains unknown in their work: only one symbol's meaning is left.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "We've figured out what everything else is. We just need to figure out what this is.", "turn_id": 68, "word_count": 16}, {"action": {"confidence": 0.96, "explanation": "Teacher asks specifically whether they know the value of a particular symbol.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "What that one is. Okay, well, do we know what this is?", "turn_id": 69, "word_count": 12}, {"action": {"confidence": 0.86, "explanation": "Student confirms that they know those values.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, we know what those are.", "turn_id": 70, "word_count": 6}, {"action": {"confidence": 0.99, "explanation": "Teacher asks for the meaning/value of a specific symbol.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So what's that one?", "turn_id": 71, "word_count": 4}, {"action": {"confidence": 0.99, "explanation": "Student states the symbol's value is 2.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "That's two.", "turn_id": 72, "word_count": 2}, {"action": {"confidence": 0.99, "explanation": "Teacher asks for another symbol's meaning/value.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "And, what's that?", "turn_id": 73, "word_count": 3}, {"action": {"confidence": 0.99, "explanation": "Student states that symbol is 8.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "Eight.", "turn_id": 74, "word_count": 1}, {"action": {"confidence": 0.82, "explanation": "Teacher prompts them to total the known values so far.", "name": "carrying_out_a_computation_step"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So how much is that so far?", "turn_id": 75, "word_count": 7}, {"action": {"confidence": 0.99, "explanation": "Student computes the partial total as 10.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "10.", "turn_id": 76, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher asks for the value of another symbol ('What's that?').", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "What's that?", "turn_id": 77, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "Student totals to 14, then 12 after subtraction, and notes this does not fit the expected consistency.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "That's four. So that'd be 14, but this would be 12, but that doesn't make sense. I don't think because it has a consistent.", "turn_id": 78, "word_count": 24}, {"action": {"confidence": 0.95, "explanation": "Student proposes the structural rule 'It doubles.'", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_024", "text": "It doubles.", "turn_id": 79, "word_count": 2}, {"action": {"confidence": 0.72, "explanation": "Student rejects the immediately prior claim ('No').", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_018", "text": "No.", "turn_id": 80, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Teacher asks them to interpret the subtraction step: what are they taking away?", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Well, we're look, we're taking, what are we taking away?", "turn_id": 81, "word_count": 10}, {"action": {"confidence": 0.95, "explanation": "Student identifies the quantity being taken away as 2.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "Two.", "turn_id": 82, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Teacher asks what starting amount would yield the current result after taking away 2.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "What did we start with? If we take away two?", "turn_id": 83, "word_count": 10}, {"action": {"confidence": 0.97, "explanation": "Student computes the starting amount as 16 and assigns it to the symbol.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "16. This is 16.", "turn_id": 84, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Teacher briefly accepts the result.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay.", "turn_id": 85, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Student restates the discovered doubling pattern.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_024", "text": "So, the pattern is it doubles.", "turn_id": 86, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Student asks to switch the role of scarecrow, managing group participation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Okay, can I be the scarecrow?", "turn_id": 87, "word_count": 6}, {"action": {"confidence": 0.99, "explanation": "Teacher approves the role change and reiterates the no-talking rule.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "You can change scarecrow, yeah, but no talking, no talking scarecrow.", "turn_id": 88, "word_count": 11}, {"action": {"confidence": 0.88, "explanation": "Teacher reframes the group to the task question: shortest way to write 21 in Znorlian.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, so what's the question? Shortest way to write I think 21 in Znorlian.", "turn_id": 89, "word_count": 14}, {"action": {"confidence": 0.98, "explanation": "Student proposes a specific representation for 21: 16 plus 4 plus 1.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1038", "text": "It's 16 plus four plus one. So these three.", "turn_id": 90, "word_count": 9}, {"action": {"confidence": 0.98, "explanation": "Teacher asks whether that proposed representation is the shortest, evaluating fit to the task goal.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Is that the shortest?", "turn_id": 91, "word_count": 4}, {"action": {"confidence": 0.68, "explanation": "Student gives tentative uptake ('Maybe') without elaboration.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1038", "text": "Maybe.", "turn_id": 92, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Peer briefly agrees.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "Yeah.", "turn_id": 93, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher tells them to try it out.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, give it a whirl, give it a whirl.", "turn_id": 94, "word_count": 9}, {"action": {"confidence": 0.93, "explanation": "Student initially says 16, 4, and 2, then corrects to include 1, revising the proposed answer.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_005", "text": "Yeah, I think 16, four, and two. Wait, and one.", "turn_id": 95, "word_count": 10}, {"action": {"confidence": 0.83, "explanation": "Student confirms the corrected decomposition '16, four, one.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "16, four, one. Yeah.", "turn_id": 96, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Teacher again asks them to test whether their form is truly the shortest.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Try to make, make more. Well, we want to do it the shortest way, right? Is that the shortest way you think, you think that's the shortest way?", "turn_id": 97, "word_count": 28}, {"action": {"confidence": 0.95, "explanation": "Student answers 'Yeah' to the shortest-way check.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "Yeah.", "turn_id": 98, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Another student also confirms 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1038", "text": "Yeah.", "turn_id": 99, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Teacher gives brief positive closure ('Good, nice job').", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Good, nice job.", "turn_id": 100, "word_count": 3}, {"action": {"confidence": 0.99, "explanation": "Student says 'Yay,' an affective reaction rather than substantive math work.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_024", "text": "Yay.", "turn_id": 101, "word_count": 1}, {"action": {"confidence": 0.37, "explanation": "Isolated 'Two' here does not clearly advance the group reasoning and appears disconnected from the completed task.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_033", "text": "Two.", "turn_id": 102, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Student shifts to a personal anecdote about a dad-taught formula, off the current Znorlian task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "My dad taught me this, uh, a method to, uh, like, there's this formula that knows its zero, that proves it's zero.", "turn_id": 103, "word_count": 22}, {"action": {"confidence": 0.83, "explanation": "Teacher's 'Oh, yeah?' is light uptake to the anecdotal comment.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, yeah?", "turn_id": 104, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "Student drops the anecdote ('never mind'), still outside the math collaboration.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "It's like, so, it's a little confusing. But... never mind.", "turn_id": 105, "word_count": 10}, {"action": {"confidence": 0.67, "explanation": "Teacher asks whether the numbers look familiar, prompting comparison to known structure/previous work.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Never mind, okay, do these numbers look familiar?", "turn_id": 106, "word_count": 8}, {"action": {"confidence": 0.82, "explanation": "Student simply answers 'No.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "No.", "turn_id": 107, "word_count": 1}, {"action": {"confidence": 0.82, "explanation": "Another student simply answers 'Yes.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Yes.", "turn_id": 108, "word_count": 1}, {"action": {"confidence": 0.66, "explanation": "Teacher asks the whole group whether the numbers look familiar, checking recognition of the pattern/system.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Znorlianites, do these numbers look familiar?", "turn_id": 109, "word_count": 6}, {"action": {"confidence": 0.74, "explanation": "Speaker explains why they look familiar: 'They're right there.'", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_033", "text": "Yes, yes. They're right there.", "turn_id": 110, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Teacher closes the Znorlian task, praises the work, and gives collection instructions for the next activity phase.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "They're right there, exactly. Oh, oh, that's interesting. Perfect, perfect. All right, you guys did a great job with Znorlian number system. That was fantastic. Okay, so now I need a person who is sitting in this spot. Raise your hand if you're sitting in the spot at the table. If you're sitting in this spot, raise your hand. Okay, good job. I need you to collect Znorlian papers, and bring them to the teacher", "turn_id": 111, "word_count": 75}], "word_count": 1017}
{"day": 1, "grade_band": "5-6", "session_id": "conv_012", "speaker_count": 9, "speakers": [{"role": "student", "speaker_id": "student_006"}, {"role": "student", "speaker_id": "student_008"}, {"role": "student", "speaker_id": "student_011"}, {"role": "student", "speaker_id": "student_026"}, {"role": "student", "speaker_id": "student_027"}, {"role": "student", "speaker_id": "student_1005"}, {"role": "teacher", "speaker_id": "teacher_001"}, {"role": "teacher", "speaker_id": "teacher_009"}, {"role": "unknown", "speaker_id": "unknown_033"}], "task_id": "znorlian", "task_name": "Znorlian", "turn_count": 99, "turns": [{"action": {"confidence": 0.98, "explanation": "student_008 asks what the symbol means: 'we have a non-completed triangle?' This is a direct clarification request about the representation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_008", "text": "What, what was this, we have a non-completed triangle?", "turn_id": 1, "word_count": 9}, {"action": {"confidence": 0.97, "explanation": "A brief 'Yeah' simply confirms the prior question without adding new reasoning.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "Yeah.", "turn_id": 2, "word_count": 1}, {"action": {"confidence": 0.85, "explanation": "student_026 specifies the givens in the figure: 'two non-completed triangles.' This inventories relevant task elements.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_026", "text": "Yeah, two non-completed triangles.", "turn_id": 3, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "'Ok, write triangles equal a completed one' directs what should be written on the shared work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_008", "text": "Ok, write triangles equal a completed one.", "turn_id": 4, "word_count": 7}, {"action": {"confidence": 0.58, "explanation": "student_006 suggests an equation/form: 'That equals squared this.' It offers a tentative written result rather than asking or explaining.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_006", "text": "That equals squared this.", "turn_id": 5, "word_count": 4}, {"action": {"confidence": 0.52, "explanation": "The standalone 'Equals' appears to continue setting up the written symbolic representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_006", "text": "Equals.", "turn_id": 6, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "'Write... this one' tells someone what to record next on the workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_026", "text": "Write... this one.", "turn_id": 7, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "'And then write this one' continues directing shared writing actions.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_026", "text": "And then write this one.", "turn_id": 8, "word_count": 5}, {"action": {"confidence": 0.73, "explanation": "student_026 proposes how parts combine structurally: 'two times that times one.' This is a candidate structural interpretation.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_026", "text": "Ok, so, that time thing is two times that times one.", "turn_id": 9, "word_count": 11}, {"action": {"confidence": 0.96, "explanation": "'Wait, no, never mind' retracts the immediately prior proposed structure.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_026", "text": "Wait, no, never mind.", "turn_id": 10, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "student_006 tentatively proposes a total: 'this all equals 21.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_006", "text": "I think somehow this all equals 21.", "turn_id": 11, "word_count": 7}, {"action": {"confidence": 0.9, "explanation": "student_008 restates the problem goal from the prompt: 'the question says, what is the shortest way to write 21.'", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_008", "text": "Yeah, cause the question says, what is the shortest way to write 21.", "turn_id": 12, "word_count": 13}, {"action": {"confidence": 0.84, "explanation": "'Yeah, so' is just brief uptake of the restated goal.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "Yeah, so.", "turn_id": 13, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "student_006 asks, 'how did we get two?' requesting explanation for an intermediate value.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "Wait, how did we get two? How did we get two?", "turn_id": 14, "word_count": 11}, {"action": {"confidence": 0.66, "explanation": "'Don't know' is a minimal response to the clarification request, without further reasoning.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_008", "text": "Don't know.", "turn_id": 15, "word_count": 2}, {"action": {"confidence": 0.74, "explanation": "'So, this two equals' focuses on what the intermediate number 2 stands for in the representation.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_006", "text": "So, this two equals.", "turn_id": 16, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "student_026 assigns a value to symbols: 'these mean one.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "That means these mean one.", "turn_id": 17, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Counting 'Two, four, six, eight' performs arithmetic to derive 8 from the representation.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_006", "text": "Two, four, six, eight. Cause if that equals, that's off eight.", "turn_id": 18, "word_count": 11}, {"action": {"confidence": 0.95, "explanation": "student_026 assigns values: 'that's two. That's eight.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "So, that's two. That's eight.", "turn_id": 19, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "student_006 continues assigning value to parts of the representation: 'That's eight. This is eight.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_006", "text": "That's eight. This is eight.", "turn_id": 20, "word_count": 5}, {"action": {"confidence": 0.93, "explanation": "'That equals eight then' maps another element to the value 8.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "That equals eight then.", "turn_id": 21, "word_count": 4}, {"action": {"confidence": 0.88, "explanation": "student_006 rejects the previous assignment: 'No, this is eight,' marking the prior identification as wrong.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_006", "text": "No, this is eight.", "turn_id": 22, "word_count": 4}, {"action": {"confidence": 0.83, "explanation": "student_026 justifies the value by recounting 'two, four, six, eight... that thing is eight.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "That's if... two, four, six, eight. I know. That thing, that thing is eight.", "turn_id": 23, "word_count": 14}, {"action": {"confidence": 0.98, "explanation": "'Oh, but then what's that?' asks what another part of the representation means.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "Oh, but then what's that?", "turn_id": 24, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "student_026 answers by assigning a value: 'that's four.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "That's um... four, that's four.", "turn_id": 25, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "'How?' requests justification for why that part is 4.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "How?", "turn_id": 26, "word_count": 1}, {"action": {"confidence": 0.83, "explanation": "student_026 provides rationale: 'Because two fours equals one eight...' explaining the value assignment.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "Because two fours equals one eight, equals two fours, four twos.", "turn_id": 27, "word_count": 11}, {"action": {"confidence": 0.95, "explanation": "student_006 tests the computed expression against the target: 'four times four, but that doesn't equal 21.'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_006", "text": "So then, that means four times four, but that doesn't equal 21. Four times eight cause eight is.", "turn_id": 28, "word_count": 18}, {"action": {"confidence": 0.84, "explanation": "student_026 offers a tentative expression and total: 'this is two plus eight... plus four is 14.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "No, this is two plus eight, which is ten, plus four is 14.", "turn_id": 29, "word_count": 13}, {"action": {"confidence": 0.84, "explanation": "'14 plus eight' advances the next combined expression as a candidate total.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_006", "text": "14 plus eight.", "turn_id": 30, "word_count": 3}, {"action": {"confidence": 0.72, "explanation": "'That's 14, together' clarifies what subtotal 14 refers to.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_026", "text": "That's 14, together.", "turn_id": 31, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "student_006 computes 'eight, nine, ten, eleven. That's 22,' executing the addition.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_006", "text": "Eight, nine, ten, eleven. That's 22.", "turn_id": 32, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "'No way... it's 16 isn't it?' disputes the just-computed 22 as incorrect.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_026", "text": "No way, that would be... it's 16 isn't it?", "turn_id": 33, "word_count": 9}, {"action": {"confidence": 0.96, "explanation": "student_006 recomputes and states the result: '20, 21, 22. It's 22, eight plus 14.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_006", "text": "20, 21, 22. It's 22, eight plus 14.", "turn_id": 34, "word_count": 8}, {"action": {"confidence": 0.86, "explanation": "student_026 proposes another numeric result: 'that will be 16.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "No that minus two is 14, so that will be 16.", "turn_id": 35, "word_count": 11}, {"action": {"confidence": 0.62, "explanation": "'That would be 16' mainly echoes and accepts the just-proposed value.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "That would be 16.", "turn_id": 36, "word_count": 4}, {"action": {"confidence": 0.93, "explanation": "'Huh?' signals confusion and requests clarification.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_026", "text": "Huh?", "turn_id": 37, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "'Wait, what?' is another direct request for clarification.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "Wait, what?", "turn_id": 38, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "student_026 points out a mistaken subtraction: '12 minus two doesn't equal four, that equals 10.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_026", "text": "No, because 12, minus two doesn't equal four, that equals 10.", "turn_id": 39, "word_count": 11}, {"action": {"confidence": 0.98, "explanation": "'where'd you get the minus from?' asks for explanation of the previous step.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "Wait, wait, where'd you get the minus from? This?", "turn_id": 40, "word_count": 9}, {"action": {"confidence": 0.84, "explanation": "student_026 adjusts the earlier result and restates: 'is that 14?... that would be 16.' This revises after confusion.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_026", "text": "Wait, is that 14? 14 plus two is 16. So, that would be 16.", "turn_id": 41, "word_count": 14}, {"action": {"confidence": 0.98, "explanation": "'Where'd you get the 14 plus two?' requests explanation of the revised expression.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "Where'd you get the 14 plus two?", "turn_id": 42, "word_count": 7}, {"action": {"confidence": 0.9, "explanation": "student_026 explains the step: 'That minus two equals 14. So, 14 plus two equals 16.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "That minus two equals 14. So, 14 plus two equals 16.", "turn_id": 43, "word_count": 11}, {"action": {"confidence": 0.79, "explanation": "'We would have to use 16 plus eight' suggests how to proceed with combining quantities.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_006", "text": "We would have to use 16 plus eight.", "turn_id": 44, "word_count": 8}, {"action": {"confidence": 0.72, "explanation": "student_026 reiterates why a quantity is 16: '16 minus two equals 14, so that's 16.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "Yeah, it would be 16 minus two equals 14, so that's 16.", "turn_id": 45, "word_count": 12}, {"action": {"confidence": 0.74, "explanation": "'16 plus eight equals something' initiates the arithmetic combination step.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_006", "text": "Okay, then 16 plus eight equals something.", "turn_id": 46, "word_count": 7}, {"action": {"confidence": 0.85, "explanation": "student_026 proposes a concise answer structure for 21: '16 plus two... would be 21.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "So, 16 plus two. Um, one of those and one of those would be 21.", "turn_id": 47, "word_count": 15}, {"action": {"confidence": 0.91, "explanation": "'What about the eight?' asks how the previously used 8 fits into the current reasoning.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_006", "text": "What about the eight?", "turn_id": 48, "word_count": 4}, {"action": {"confidence": 0.91, "explanation": "'Huh?' is a brief request for repetition/clarification.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_026", "text": "Huh?", "turn_id": 49, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Repeating 'What about the eight?' again checks the role of the number 8 in the solution.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_006", "text": "What about the eight?", "turn_id": 50, "word_count": 4}, {"action": {"confidence": 0.91, "explanation": "student_008 changes the current approach by discarding a quantity: 'We don't need the eight.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_008", "text": "We don't need the eight.", "turn_id": 51, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "'Okay' simply accepts the revision.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "Okay.", "turn_id": 52, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "student_026 explains the revision by tying it to the goal: 'we're trying to find the quickest way to get 21.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "Cause we're trying to find the quickest way to get 21.", "turn_id": 53, "word_count": 11}, {"action": {"confidence": 0.97, "explanation": "Another brief 'Okay' showing receipt.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "Okay.", "turn_id": 54, "word_count": 1}, {"action": {"confidence": 0.99, "explanation": "The remark about 'our school' is social/off-task and not part of the math reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_006", "text": "Hey, this is, this is our school. I didn't know.", "turn_id": 55, "word_count": 10}, {"action": {"confidence": 0.71, "explanation": "'This?' asks for clarification about the off-task remark/object being referenced.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_026", "text": "This?", "turn_id": 56, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "'Yeah. Who knew.' continues the non-mathematical social comment.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_006", "text": "Yeah. Who knew.", "turn_id": 57, "word_count": 3}, {"action": {"confidence": 0.76, "explanation": "'Okay, now what?' shifts the group to the next phase of the activity rather than a specific math step.", "name": "orienting_to_lesson_or_activity"}, "role": "student", "speaker_id": "student_026", "text": "Okay, now what?", "turn_id": 58, "word_count": 3}, {"action": {"confidence": 0.85, "explanation": "'You guys done?' checks whether the group is finished and ready for the next activity phase.", "name": "orienting_to_lesson_or_activity"}, "role": "student", "speaker_id": "student_1005", "text": "You guys done?", "turn_id": 59, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "'Yeah' confirms they are done.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "Yeah.", "turn_id": 60, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "'Alright, time to get verified' frames the next activity step of verification.", "name": "orienting_to_lesson_or_activity"}, "role": "student", "speaker_id": "student_1005", "text": "Alright, time to get verified.", "turn_id": 61, "word_count": 5}, {"action": {"confidence": 0.75, "explanation": "The teacher invites a summary for an external listener: 'tell me your thinking.' This initiates presentation of group reasoning.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, so tell me you're thinking.", "turn_id": 62, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "student_026 begins summarizing the group's process to the teacher: 'first we figured out...'", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_026", "text": "So, first we figured out from, from student_011's card that those are one, and one plus one equals two.", "turn_id": 63, "word_count": 19}, {"action": {"confidence": 0.97, "explanation": "'Okay' is brief teacher uptake during the presentation.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay.", "turn_id": 64, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "student_006 adds another piece of the group's summary for the teacher: 'And all that's four.'", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_006", "text": "And all that's four.", "turn_id": 65, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "student_026 continues the external summary of how they found 8 and 4.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_026", "text": "Then, we guessed, we found out that those are eight. So, we found that that's eight and that's four.", "turn_id": 66, "word_count": 19}, {"action": {"confidence": 0.98, "explanation": "'Uh-huh' is a minimal receipt token from the teacher.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Uh-huh.", "turn_id": 67, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "student_026 concludes the summary of their method and result to the teacher.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_026", "text": "So, and then we put it in here, and found out that's 16. And since we figured all this out, we just put it together.", "turn_id": 68, "word_count": 25}, {"action": {"confidence": 0.76, "explanation": "'I don't know what that means, but ok' is a personal reaction rather than substantive math work.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_006", "text": "I don't know what that means, but ok.", "turn_id": 69, "word_count": 8}, {"action": {"confidence": 0.66, "explanation": "'I think we got it, yeah' mainly signals acceptance/completion after the presentation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_026", "text": "I think we got it, yeah.", "turn_id": 70, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "'Okay' is a brief acknowledgment.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "Okay.", "turn_id": 71, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "'Can I erase it, or?' asks about a workspace action on the shared artifact.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_011", "text": "Can I erase it, or?", "turn_id": 72, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "student_006 advises what to do with the writing: don't erase 'for now just in case.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_006", "text": "I don't know. I wouldn't. I just, I would just. Okay, for now just in case.", "turn_id": 73, "word_count": 16}, {"action": {"confidence": 0.84, "explanation": "'One' offers an answer to the emerging exponent question.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_008", "text": "One.", "turn_id": 74, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "'Two' is another tentative answer in the quick-response exchange.", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_033", "text": "Two.", "turn_id": 75, "word_count": 1}, {"action": {"confidence": 0.73, "explanation": "'No, two' rejects the previous answer and replaces it.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_008", "text": "No, two.", "turn_id": 76, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "The teacher asks for the value/meaning of 'two to the second power.'", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "What's two to the second power?", "turn_id": 77, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "'Four' is a proposed answer to the teacher's question.", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_033", "text": "Four.", "turn_id": 78, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "The teacher asks for the value of another expression: 'two to the fourth power?'", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "What's two to the fourth power?", "turn_id": 79, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "'Sixteen' is a proposed answer.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_011", "text": "Sixteen.", "turn_id": 80, "word_count": 1}, {"action": {"confidence": 0.7, "explanation": "The repeated 'Sixteen' mostly echoes and confirms the same answer already given.", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_033", "text": "Sixteen.", "turn_id": 81, "word_count": 1}, {"action": {"confidence": 0.99, "explanation": "'Oh, my gosh' is an affective exclamation.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, my gosh.", "turn_id": 82, "word_count": 3}, {"action": {"confidence": 0.79, "explanation": "'They're catching on' is evaluative commentary about students' progress, not a math move itself.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "They're catching on.", "turn_id": 83, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "The teacher frames the next lesson focus: use patterns and consider zero as an exponent.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, now, use your patterns. Believe it or not, you can have zero as an exponent. Use your patterns, be careful, be careful. This is tricky. This is so tricky. Two to the zero, what is it?", "turn_id": 84, "word_count": 37}, {"action": {"confidence": 0.98, "explanation": "'It's one' gives the answer to 'Two to the zero, what is it?'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "It's one.", "turn_id": 85, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "The teacher asks the student to explain: 'Explain how you know that from patterns.'", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "It's one, exactly. Explain how you know that from patterns.", "turn_id": 86, "word_count": 10}, {"action": {"confidence": 0.98, "explanation": "student_026 justifies the answer by tracing the multiplication pattern 1, 2, 4, 8.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "Because it's one, one times two is two. Then two times two is four. Then four times two is eight, so.", "turn_id": 87, "word_count": 21}, {"action": {"confidence": 0.82, "explanation": "'let's just finish it off' directs the student to continue the pattern sequence.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "And eight times two is, let's just finish it off.", "turn_id": 88, "word_count": 10}, {"action": {"confidence": 0.96, "explanation": "'Sixteen' supplies the next value in the pattern.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "Sixteen.", "turn_id": 89, "word_count": 1}, {"action": {"confidence": 0.83, "explanation": "The teacher explains a common misconception and states why the result is 1 rather than 0.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Awesome, perfect. What do you think people think two to the zero is? They think it's zero, but no. It's one. Yes?", "turn_id": 90, "word_count": 22}, {"action": {"confidence": 0.63, "explanation": "student_027 invokes a previously learned method from dad as an analogous known case to address the exponent idea.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_027", "text": "My dad taught me this, uh, a method to, uh, like, there's this formula that knows it's zero, that proves it's zero.", "turn_id": 91, "word_count": 22}, {"action": {"confidence": 0.9, "explanation": "'Oh, yeah?' is a brief receptive response inviting continuation.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, yeah?", "turn_id": 92, "word_count": 2}, {"action": {"confidence": 0.74, "explanation": "The student abandons the thought with 'never mind,' which is more affective/interactional than mathematical.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "It's like, so, it's a little confusing. But... never mind.", "turn_id": 93, "word_count": 10}, {"action": {"confidence": 0.79, "explanation": "The teacher asks whether the numbers 'look familiar,' prompting recognition/interpretation from students.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Never mind, okay, do these numbers look familiar?", "turn_id": 94, "word_count": 8}, {"action": {"confidence": 0.72, "explanation": "'No' is a minimal response to the teacher's question.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "No.", "turn_id": 95, "word_count": 1}, {"action": {"confidence": 0.72, "explanation": "'Yes' is likewise a brief response indicating recognition.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_026", "text": "Yes.", "turn_id": 96, "word_count": 1}, {"action": {"confidence": 0.78, "explanation": "The teacher repeats the recognition question to the broader group.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Znorlianites, do these numbers look familiar?", "turn_id": 97, "word_count": 6}, {"action": {"confidence": 0.77, "explanation": "They're right there' points out the relevant numbers in the environment/task materials.", "name": "identifying_relevant_elements_and_constraints"}, "role": "unknown", "speaker_id": "unknown_033", "text": "Yes, yes. They're right there.", "turn_id": 98, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "The teacher closes the activity, praises the class, and gives collection instructions for papers, framing the next classroom phase.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "They're right there, exactly. Oh, oh, that's interesting. Perfect, perfect. All right, you guys did a great job with Znorlian number system. That was fantastic. Okay, so now I need a person who is sitting in this spot. Raise your hand if you're sitting in the spot at the table. If you're sitting in this spot, raise your hand. Okay, good job. I need you to collect Znorlian papers, and bring them to the teacher", "turn_id": 99, "word_count": 75}], "word_count": 752}
{"day": 1, "grade_band": "7-8", "session_id": "conv_013", "speaker_count": 3, "speakers": [{"role": "student", "speaker_id": "student_1019"}, {"role": "student", "speaker_id": "student_1022"}, {"role": "teacher", "speaker_id": "teacher_008"}], "task_id": "one_to_one_hundred", "task_name": "1--100", "turn_count": 8, "turns": [{"action": {"confidence": 0.89, "explanation": "The teacher asks students to explain what they could do differently next time, inviting an explanation of their approach rather than introducing new math content.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Any ideas about what you can differently next time to get to a higher number?", "turn_id": 1, "word_count": 15}, {"action": {"confidence": 0.74, "explanation": "The student suggests a future method: focus on the target number you are trying to find. This is a plan for how to proceed next time.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1019", "text": "Try to look for the number that you’re gonna like look for.", "turn_id": 2, "word_count": 12}, {"action": {"confidence": 0.98, "explanation": "A brief 'Yeah' functions as simple agreement/uptake with the prior strategy suggestion without adding new content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1022", "text": "Yeah", "turn_id": 3, "word_count": 1}, {"action": {"confidence": 0.62, "explanation": "The teacher asks for the group's achieved number, eliciting a key task outcome/quantity to track in the activity.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Okay, how high did you get?", "turn_id": 4, "word_count": 6}, {"action": {"confidence": 0.94, "explanation": "The student supplies '21' as the obtained result, which is a candidate numerical outcome/answer for the teacher's question.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1022", "text": "21", "turn_id": 5, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "The teacher asks about whether they passed the paper or kept it in the middle, focusing on how the group coordinated use of the shared workspace/material.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_008", "text": "okay, not bad not bad. Did you guys pass the paper from one another or did you keep it in the middle?", "turn_id": 6, "word_count": 22}, {"action": {"confidence": 0.56, "explanation": "The student briefly confirms the teacher's question and reports 'we kinda passed' with minimal elaboration; its main function is responsive receipt/confirmation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1022", "text": "Yeah, we kinda passed.", "turn_id": 7, "word_count": 4}, {"action": {"confidence": 0.79, "explanation": "The student proposes changing their collaboration method for next time from passing the paper to keeping it in the middle, which is a revision of approach.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1019", "text": "I think we should keep it in the middle.", "turn_id": 8, "word_count": 9}], "word_count": 70}
{"day": 1, "grade_band": "7-8", "session_id": "conv_014", "speaker_count": 7, "speakers": [{"role": "student", "speaker_id": "student_1008"}, {"role": "student", "speaker_id": "student_1026"}, {"role": "student", "speaker_id": "student_1033"}, {"role": "student", "speaker_id": "student_1049"}, {"role": "teacher", "speaker_id": "teacher_005"}, {"role": "teacher", "speaker_id": "teacher_008"}, {"role": "unknown", "speaker_id": "unknown_052"}], "task_id": "one_to_one_hundred", "task_name": "1--100", "turn_count": 33, "turns": [{"action": {"confidence": 0.74, "explanation": "Encourages a peer to take part ('You got this'), supporting participation rather than contributing math content.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1033", "text": "Come on, student_1008. You got this.", "turn_id": 1, "word_count": 6}, {"action": {"confidence": 0.72, "explanation": "Says they can start, organizing who acts next in the group activity.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1008", "text": "Ok, uh. Wait I can start. student_1033.", "turn_id": 2, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "Brief uptake ('I know') to the prior turn without adding new content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1033", "text": "I know.", "turn_id": 3, "word_count": 2}, {"action": {"confidence": 0.59, "explanation": "Searches for a specific target number ('Where’s 10?'), identifying an item that must be located in the task.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1008", "text": "Where’s 10? Oh, yay", "turn_id": 4, "word_count": 4}, {"action": {"confidence": 0.67, "explanation": "Names target numbers being located ('13', then finding it), focusing attention on task-relevant elements.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1033", "text": "Aha, I know where 13 is. Oh no, oh found it.", "turn_id": 5, "word_count": 11}, {"action": {"confidence": 0.7, "explanation": "Requests assistance from peers ('Ok, help'), a coordination move in the shared activity.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1008", "text": "Ok, help", "turn_id": 6, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "Directs the next participant ('You go next'), clearly managing turn-taking.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1033", "text": "You go next right, student_1026", "turn_id": 7, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Minimal response accepting the previous direction ('Oh right').", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1026", "text": "Oh right", "turn_id": 8, "word_count": 2}, {"action": {"confidence": 0.76, "explanation": "Points out locations of specific numbers ('20', '22') relevant to the search task.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1033", "text": "Oh, 20 was right there. Oh found it. 22, right there.", "turn_id": 9, "word_count": 11}, {"action": {"confidence": 0.72, "explanation": "Suggests a search method: focus on one area first because many numbers are there.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1008", "text": "Why can’t I find anything. 25 right. Most of my numbers like in this area. Yeah I should just look in this area first.", "turn_id": 10, "word_count": 24}, {"action": {"confidence": 0.79, "explanation": "Describes the sheet as 'split' into a section, proposing an organizing structure of the layout.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_1049", "text": "It’s split, it’s all in one section.", "turn_id": 11, "word_count": 7}, {"action": {"confidence": 0.63, "explanation": "Names the next target to locate ('where’s 29'), highlighting a relevant item in the task.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1008", "text": "Okay where’s 29.", "turn_id": 12, "word_count": 3}, {"action": {"confidence": 0.78, "explanation": "Directs where a peer should look ('Check in this—'), managing action on the shared workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1049", "text": "Check in this—", "turn_id": 13, "word_count": 3}, {"action": {"confidence": 0.73, "explanation": "Briefly marks successful receipt/finding of the target ('Oh, it’s right there').", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1008", "text": "Oh, it’s right there.", "turn_id": 14, "word_count": 4}, {"action": {"confidence": 0.74, "explanation": "Points out the location of the target number 30, keeping track of task elements.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1033", "text": "Okay, 30 right here.", "turn_id": 15, "word_count": 4}, {"action": {"confidence": 0.65, "explanation": "Evaluative reaction about the task being easier now, mainly affective rather than substantive reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1049", "text": "Okay, this is so much more easier now.", "turn_id": 16, "word_count": 8}, {"action": {"confidence": 0.96, "explanation": "Teacher asks what specifically makes the task easier, requesting explanation of their reasoning.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_005", "text": "It is so much easier now, what makes it easy?", "turn_id": 17, "word_count": 10}, {"action": {"confidence": 0.93, "explanation": "Explains the reason it is easier: the layout is 'split into sections.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1008", "text": "It’s split into sections.", "turn_id": 18, "word_count": 4}, {"action": {"confidence": 0.81, "explanation": "Offers a numeric result ('24 seconds') as the group's time/answer for the current round.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1033", "text": "24 seconds", "turn_id": 19, "word_count": 2}, {"action": {"confidence": 0.89, "explanation": "Teacher asks for the first-time result, eliciting information about prior performance.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_008", "text": "What did you get the first time?", "turn_id": 20, "word_count": 7}, {"action": {"confidence": 0.7, "explanation": "Provides the first result ('17') in response to the teacher's question.", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_052", "text": "17", "turn_id": 21, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Teacher asks for the result this time, requesting the comparison value.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_008", "text": "What about this time?", "turn_id": 22, "word_count": 4}, {"action": {"confidence": 0.69, "explanation": "Provides the second result ('41') as the answer to the teacher's query.", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_052", "text": "41", "turn_id": 23, "word_count": 1}, {"action": {"confidence": 0.77, "explanation": "Begins explaining the section-based organization ('first one section, second—') that structures their search.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1008", "text": "Right, so this is the like, first one section, second—", "turn_id": 24, "word_count": 10}, {"action": {"confidence": 0.52, "explanation": "Initially agrees, then backs off and adjusts the interpretation ('No, but we just like the same thing').", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1049", "text": "Yeah, yeah, I think so. No, but we just like the same thing.", "turn_id": 25, "word_count": 13}, {"action": {"confidence": 0.91, "explanation": "Directs another student to state their section, managing contribution and shared organization.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1008", "text": "So now unknown_047 state your section.", "turn_id": 26, "word_count": 6}, {"action": {"confidence": 0.85, "explanation": "Asks whether they are going to switch again, seeking clarification about the procedure.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1026", "text": "Wait, I think we are gonna switch again?", "turn_id": 27, "word_count": 8}, {"action": {"confidence": 0.87, "explanation": "Assigns who starts first and how roles/sections will be taken, coordinating the group process.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1049", "text": "Wait, okay, so, okay, that means you can start first. So I will be this this.", "turn_id": 28, "word_count": 16}, {"action": {"confidence": 0.89, "explanation": "Teacher asks how the sectional approach helps and follows with procedural questions, eliciting explanation of their method.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_008", "text": "How does that help so you're not looking all over the place like a crazy puzzle? Okay, very cool. Did you all move the paper the first time you did it? Or you moved it every time? Did you stand up this time? Or you say—", "turn_id": 29, "word_count": 46}, {"action": {"confidence": 0.69, "explanation": "Answers the teacher by describing what they did physically ('moved the paper, sat down'), explaining their process.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_052", "text": "We moved the paper, we sat down", "turn_id": 30, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Asks about a rule/permission ('Are we allowed to point to stuff?'), seeking clarification on constraints.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1033", "text": "Are we allowed to point to stuff?", "turn_id": 31, "word_count": 7}, {"action": {"confidence": 0.82, "explanation": "Simple confirmation ('Yeah, we are') answering the permission question with minimal added content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1026", "text": "Yeah, we are.", "turn_id": 32, "word_count": 3}, {"action": {"confidence": 0.88, "explanation": "Personal evaluative comment about liking their even numbers; affective rather than advancing the task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1008", "text": "I like how my numbers are even.", "turn_id": 33, "word_count": 7}], "word_count": 255}
{"day": 1, "grade_band": "7-8", "session_id": "conv_015", "speaker_count": 6, "speakers": [{"role": "student", "speaker_id": "student_1009"}, {"role": "student", "speaker_id": "student_1014"}, {"role": "student", "speaker_id": "student_1036"}, {"role": "student", "speaker_id": "student_1041"}, {"role": "teacher", "speaker_id": "teacher_005"}, {"role": "teacher", "speaker_id": "teacher_008"}], "task_id": "one_to_one_hundred", "task_name": "1--100", "turn_count": 20, "turns": [{"action": {"confidence": 0.51, "explanation": "A fragmentary social/setup remark ('Each person has like different') during group arrangement, not clear mathematical work.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1041", "text": "Each person has like different", "turn_id": 1, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Brief uptake ('oh yeahhh') showing agreement with the prior comment.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1036", "text": "oh yeahhh", "turn_id": 2, "word_count": 2}, {"action": {"confidence": 0.93, "explanation": "Suggests a physical group arrangement: 'We can all be on the same side.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1014", "text": "We can all be on the same side", "turn_id": 3, "word_count": 8}, {"action": {"confidence": 0.69, "explanation": "Asks about who has the blue role/material, helping coordinate positions/materials.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1041", "text": "Wait who’s the blue.", "turn_id": 4, "word_count": 4}, {"action": {"confidence": 0.96, "explanation": "Proposes moving together to one side, coordinating group placement.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1014", "text": "Yeah, how about we come over to that side?", "turn_id": 5, "word_count": 9}, {"action": {"confidence": 0.96, "explanation": "Requests permission to move seats, a coordination/workspace-management move.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1041", "text": "Wait, can we move like the seats?", "turn_id": 6, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "Teacher grants permission ('oh, absolutely') without adding substantive content.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_005", "text": "oh, absolutely", "turn_id": 7, "word_count": 2}, {"action": {"confidence": 0.92, "explanation": "Confirms the group's plan to stay on one side, directing arrangement.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1041", "text": "alright, bet. We’re going to stay on like one side.", "turn_id": 8, "word_count": 10}, {"action": {"confidence": 0.97, "explanation": "Directs peers where to be and to 'switch spots,' managing physical collaboration.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1041", "text": "It’s right there, right there. Wait, let’s switch spots", "turn_id": 9, "word_count": 9}, {"action": {"confidence": 0.97, "explanation": "'why?' asks for a reason for the suggested switch.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1014", "text": "why?", "turn_id": 10, "word_count": 1}, {"action": {"confidence": 0.86, "explanation": "Counts upward ('14.. 15..'), executing the round's number-finding task.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1009", "text": "14.. 15..", "turn_id": 11, "word_count": 2}, {"action": {"confidence": 0.9, "explanation": "Produces successive numbers ('34, 40') as part of ongoing counting/calculation.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1041", "text": "34, 40", "turn_id": 12, "word_count": 2}, {"action": {"confidence": 0.78, "explanation": "Offers '70' as the reached number/result in the activity.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1041", "text": "70", "turn_id": 13, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Brief uptake repeating and accepting the result: 'Oh, 70.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1036", "text": "Oh, 70", "turn_id": 14, "word_count": 2}, {"action": {"confidence": 0.7, "explanation": "Teacher frames reflection on rounds and asks what helped performance improve in the activity.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_008", "text": "So what else was helpful? If you think back to the first time that we did round one compared to the second and the third time, what do you think helped you drastically improve the number that you got to between round one and round two, talking and pointing, the talking and pointing, definitely. And then how what was your number for round two at your table?", "turn_id": 15, "word_count": 67}, {"action": {"confidence": 0.95, "explanation": "Provides a candidate reported result for round two: '75.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1041", "text": "75", "turn_id": 16, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "Directly disputes the previous answer ('No, it was less than... like 55'), marking it as wrong.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1014", "text": "No, it was less than, it was like 55", "turn_id": 17, "word_count": 9}, {"action": {"confidence": 0.96, "explanation": "Teacher asks what they did differently the last time, requesting explanation of their process.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_008", "text": "What did you do differently in. This last time I saw you guys,", "turn_id": 18, "word_count": 13}, {"action": {"confidence": 0.84, "explanation": "Explains the change in method: 'we were on the same side,' giving the reason their process improved.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1041", "text": "we were on the same side.", "turn_id": 19, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Teacher connects the warm-up to the week's goal of communication and collaboration, framing the lesson purpose.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Okay, no one was upside down right and like, lose time shifting the paper around. But that was a good idea, awesome. So the reason that we do this to start this week is because we want to impress upon you how important it is to effectively communicate and to work together and collaborate with your group. So all of the problems that we're going to do today and for the rest of the week, we want to make sure that you're talking to each other and not just having one person take over, right? We had to all work together in order to successfully get to a higher number. And everybody had good ideas to share to help us be more successful each time", "turn_id": 20, "word_count": 125}], "word_count": 285}
{"day": 1, "grade_band": "7-8", "session_id": "conv_016", "speaker_count": 6, "speakers": [{"role": "student", "speaker_id": "student_1035"}, {"role": "student", "speaker_id": "student_1037"}, {"role": "student", "speaker_id": "student_1039"}, {"role": "teacher", "speaker_id": "teacher_005"}, {"role": "teacher", "speaker_id": "teacher_008"}, {"role": "unknown", "speaker_id": "unknown_012"}], "task_id": "one_to_one_hundred", "task_name": "1--100", "turn_count": 117, "turns": [{"action": {"confidence": 0.82, "explanation": "\"Wait, can we talk?\" manages the interaction by requesting a chance for the group to coordinate before continuing.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1037", "text": "Wait, can we talk?", "turn_id": 1, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "The teacher’s \"yeah!\" simply grants permission and acknowledges the student's request.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_008", "text": "yeah!", "turn_id": 2, "word_count": 1}, {"action": {"confidence": 0.88, "explanation": "The student starts counting out values (\"6! 7\") as part of executing the search/counting process.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1037", "text": "6! 7", "turn_id": 3, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "\"8\" continues the ongoing count/execution of the group’s procedure.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "8", "turn_id": 4, "word_count": 1}, {"action": {"confidence": 0.63, "explanation": "The student redirects a peer and points to locations (\"never mind. 16, 17 right there\"), coordinating who tracks what in the shared search.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1037", "text": "student_1035, never mind. 16, 17 right there.", "turn_id": 5, "word_count": 7}, {"action": {"confidence": 0.98, "explanation": "Listing \"18, 19, 20, 21, 22\" continues the counting/search procedure.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "18, 19, 20, 21, 22", "turn_id": 6, "word_count": 5}, {"action": {"confidence": 0.79, "explanation": "\"Yeah see, it's divided\" proposes a structural interpretation of the paper/problem as partitioned.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_1037", "text": "Yeah see, it's divided.", "turn_id": 7, "word_count": 4}, {"action": {"confidence": 0.8, "explanation": "\"37s right there\" identifies the next counted item in the ongoing enumeration process.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "37s right there.", "turn_id": 8, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "\"38, 39, 40\" is continued execution of the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "38, 39, 40,", "turn_id": 9, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "The student continues listing found numbers as part of the counting procedure.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "41, 42, 47, 48, 50, 52, 54, 56, 57", "turn_id": 10, "word_count": 9}, {"action": {"confidence": 0.96, "explanation": "\"58\" continues the active counting/search.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "58", "turn_id": 11, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "\"59, 60, 61, 62\" continues the numerical execution.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "59, 60, 61, 62", "turn_id": 12, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "\"65, 66, 67\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "65, 66, 67", "turn_id": 13, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "\"73, 74, 75, 76, 77, 78\" is continued counting/output of results.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "73, 74, 75, 76, 77, 78", "turn_id": 14, "word_count": 6}, {"action": {"confidence": 0.67, "explanation": "\"we got more\" offers a tentative comparative result of this round versus before.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1037", "text": "we got more, we got more, we got more.", "turn_id": 15, "word_count": 9}, {"action": {"confidence": 0.95, "explanation": "The teacher asks for the first-round result: \"What’d you have the first time?\"", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_008", "text": "What’d you have the first time?", "turn_id": 16, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "\"29\" supplies the group's first result as an answer to the teacher’s question.", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_012", "text": "29", "turn_id": 17, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "\"And how about this time?\" asks for the current result.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_008", "text": "And how about this time?", "turn_id": 18, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "\"79\" gives the current total/result.", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_012", "text": "79", "turn_id": 19, "word_count": 1}, {"action": {"confidence": 0.89, "explanation": "\"woww\" is an affective reaction to the improvement, not substantive reasoning.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_008", "text": "woww", "turn_id": 20, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "\"we actually cooked\" is celebratory slang expressing excitement/success.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1037", "text": "we actually cooked", "turn_id": 21, "word_count": 3}, {"action": {"confidence": 0.93, "explanation": "The student reflects on their method and proposes it explicitly: \"What if we split it into fours.\"", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1037", "text": "We didn’t know the strategy until like one minute. What if we split it into fours.", "turn_id": 22, "word_count": 16}, {"action": {"confidence": 0.77, "explanation": "\"But we’re not a table of four\" evaluates the proposed strategy against the group's actual setup/constraint.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1039", "text": "But we’re not a table of four", "turn_id": 23, "word_count": 7}, {"action": {"confidence": 0.68, "explanation": "The teacher comments on why this representation made something visible (\"this one pops out\"), explaining what was helpful.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_005", "text": "see something different. If you did it on their paper, it would be Ponte, Ponte, and you wouldn't see but this one pops out, doesn't it? Good, good, good. But you guys are still very good at finding because even though I just discovered it all right, I expect fabulous. Time ago. Oh, I guess are", "turn_id": 24, "word_count": 56}, {"action": {"confidence": 0.62, "explanation": "\"We just gotta do it faster\" adjusts the group’s approach for the next attempt.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1037", "text": "We just gotta do it faster.", "turn_id": 25, "word_count": 6}, {"action": {"confidence": 0.63, "explanation": "\"I think helping was helpful\" gives a brief rationale for why they improved.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1035", "text": "I think helping was helpful", "turn_id": 26, "word_count": 5}, {"action": {"confidence": 0.74, "explanation": "The student suggests changing approach to search independently: \"look for it ourselves.\"", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1037", "text": "I think we look for it ourselves, so just look ahead of it ourselves.", "turn_id": 27, "word_count": 14}, {"action": {"confidence": 0.92, "explanation": "\"oh we can change positions\" coordinates physical/group arrangement.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1035", "text": "oh we can change positions", "turn_id": 28, "word_count": 5}, {"action": {"confidence": 0.84, "explanation": "\"what if we put it like this?\" suggests rearranging the shared setup/workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1037", "text": "what if we put it like this?", "turn_id": 29, "word_count": 7}, {"action": {"confidence": 0.9, "explanation": "\"No, i think we should all have one\" assigns roles/sections to group members.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1039", "text": "No, i think we should all have one", "turn_id": 30, "word_count": 8}, {"action": {"confidence": 0.96, "explanation": "\"wait who’s one?\" asks for clarification about role assignment.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1035", "text": "wait who’s one?", "turn_id": 31, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "\"you, you\" assigns participation/roles to peers.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1037", "text": "you, you", "turn_id": 32, "word_count": 2}, {"action": {"confidence": 0.58, "explanation": "\"1, 2\" appears to mark out numbered positions/sections in the new arrangement.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1035", "text": "1, 2", "turn_id": 33, "word_count": 2}, {"action": {"confidence": 0.58, "explanation": "\"3, 3, 3\" continues setting up the group’s partitioned structure/assignment.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1037", "text": "3, 3, 3", "turn_id": 34, "word_count": 3}, {"action": {"confidence": 0.71, "explanation": "\"this is 5, im gonna look up here\" maps a numbered section onto a location in the workspace.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1039", "text": "this is 5, im gonna look up here", "turn_id": 35, "word_count": 8}, {"action": {"confidence": 0.74, "explanation": "\"4, yeah so this is my side\" identifies and establishes a personal region in the partitioned setup.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1035", "text": "4, yeah so this is my side.", "turn_id": 36, "word_count": 7}, {"action": {"confidence": 0.73, "explanation": "\"5,6 this is my side\" continues assigning numbered areas to parts of the shared representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1037", "text": "5,6 this is my side.", "turn_id": 37, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "\"you make the, you make the triangle\" directs a peer’s action on the shared artifact.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1035", "text": "you make the, you make the triangle.", "turn_id": 38, "word_count": 7}, {"action": {"confidence": 0.63, "explanation": "\"wait this is,\" signals uncertainty and seeks clarification about the current location/assignment.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1039", "text": "wait this is,", "turn_id": 39, "word_count": 3}, {"action": {"confidence": 0.66, "explanation": "\"eight, yeah yeah yeah i see\" mainly marks uptake/recognition of the peer’s point.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1037", "text": "eight, yeah yeah yeah i see", "turn_id": 40, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "\"9\" continues the counting/search process.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "9", "turn_id": 41, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"10\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "10", "turn_id": 42, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"11\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1037", "text": "11", "turn_id": 43, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"12\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "12", "turn_id": 44, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"13\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "13", "turn_id": 45, "word_count": 1}, {"action": {"confidence": 0.69, "explanation": "\"get, get it... i did 12\" pushes peers to follow the counting/order on the shared task.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1039", "text": "get, get it, get it, get it. Yeah, i did 12, i did 12 i told u", "turn_id": 46, "word_count": 17}, {"action": {"confidence": 0.95, "explanation": "\"oh my bad... sorry\" acknowledges a mistake/apology without adding new reasoning.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1035", "text": "oh my bad, oh my bad, sorry i forgot", "turn_id": 47, "word_count": 9}, {"action": {"confidence": 0.9, "explanation": "\"15, 16, 16\" is part of the active count, even though duplicated.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1037", "text": "15, 16, 16", "turn_id": 48, "word_count": 3}, {"action": {"confidence": 0.85, "explanation": "\"16, 16\" continues the count while indicating duplicate spotting.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "16, 16", "turn_id": 49, "word_count": 2}, {"action": {"confidence": 0.78, "explanation": "\"i forgot the order\" explains the source of the counting confusion.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1035", "text": "i forgot the order", "turn_id": 50, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "\"17\" continues the counting procedure.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1037", "text": "17", "turn_id": 51, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"18\" continues the counting procedure.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "18", "turn_id": 52, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"19\" continues the counting procedure.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "19", "turn_id": 53, "word_count": 1}, {"action": {"confidence": 0.79, "explanation": "\"20 uhhh shoot\" gives the next count value during execution.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1037", "text": "20 uhhh shoot", "turn_id": 54, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "\"did you divide wrong\" explicitly suggests a specific source of error in the process.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1035", "text": "did you divide wrong", "turn_id": 55, "word_count": 4}, {"action": {"confidence": 0.55, "explanation": "\"20s small\" comments on what the counted item 20 corresponds to in the representation.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1039", "text": "20s small", "turn_id": 56, "word_count": 2}, {"action": {"confidence": 0.75, "explanation": "\"oh, I got it. 20\" repairs the earlier confusion and restates the correct current item.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1037", "text": "oh, I got it. 20", "turn_id": 57, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "\"21\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "21", "turn_id": 58, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"22\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "22", "turn_id": 59, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"23\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1037", "text": "23", "turn_id": 60, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"24\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "24", "turn_id": 61, "word_count": 1}, {"action": {"confidence": 0.71, "explanation": "\"guys, we’re gonna get slower than last time\" is an affective/performance comment rather than mathematical reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1037", "text": "guys, we’re gonna get slower than last time", "turn_id": 62, "word_count": 8}, {"action": {"confidence": 0.91, "explanation": "\"Where is 25?!\" asks peers to locate the next item in the representation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1035", "text": "yeah, 25 25. Where is 25?!", "turn_id": 63, "word_count": 6}, {"action": {"confidence": 0.68, "explanation": "\"oh its the biggest one, 26\" identifies what 25 refers to in the picture before moving to 26.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1039", "text": "oh its the biggest one, 26", "turn_id": 64, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "\"27\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1037", "text": "27", "turn_id": 65, "word_count": 1}, {"action": {"confidence": 0.63, "explanation": "\"i thought this is starting to run out\" is a worried/affective comment about progress.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1035", "text": "i thought this is starting to run out", "turn_id": 66, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "\"30….\" continues counting.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1037", "text": "30….", "turn_id": 67, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"31\" continues counting.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "31", "turn_id": 68, "word_count": 1}, {"action": {"confidence": 0.54, "explanation": "The utterance continues numeric enumeration despite disfluency (\"2, 3, 3, 3, 3,\").", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1037", "text": "2, 3, 3, 3, 3,", "turn_id": 69, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "\"34\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "34", "turn_id": 70, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"35\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1037", "text": "35", "turn_id": 71, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"36\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "36", "turn_id": 72, "word_count": 1}, {"action": {"confidence": 0.89, "explanation": "\"37... right here, 38\" continues counting while locating numbers on the sheet.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1037", "text": "37, 37, 37 right here, 38", "turn_id": 73, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "\"38, 39, 40\" continues the numeric search/count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "38, 39, 40", "turn_id": 74, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "\"41\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1037", "text": "41", "turn_id": 75, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"42\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "42", "turn_id": 76, "word_count": 1}, {"action": {"confidence": 0.85, "explanation": "\"wheres 43? Oh 43\" briefly asks for location clarification during the search.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1035", "text": "wheres 43? Oh 43", "turn_id": 77, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "\"44\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1037", "text": "44", "turn_id": 78, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"45\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "45", "turn_id": 79, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"46\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "46", "turn_id": 80, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"47\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1037", "text": "47", "turn_id": 81, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"48\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "48", "turn_id": 82, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"49\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "49", "turn_id": 83, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"50\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1037", "text": "50", "turn_id": 84, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "\"uh 51\" continues the count with minor hesitation.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "uh 51", "turn_id": 85, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "\"52\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "52", "turn_id": 86, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"53\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1037", "text": "53", "turn_id": 87, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"54\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "54", "turn_id": 88, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"55\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "55", "turn_id": 89, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"56\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1037", "text": "56", "turn_id": 90, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"57\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "57", "turn_id": 91, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"58\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "58", "turn_id": 92, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"59\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1037", "text": "59", "turn_id": 93, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "\"uh where’s 60, 60!\" asks peers to locate the next number.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1039", "text": "uh where’s 60, 60!", "turn_id": 94, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "\"where is 61?!\" asks for location clarification in the count.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1035", "text": "where is 61?!", "turn_id": 95, "word_count": 3}, {"action": {"confidence": 0.69, "explanation": "\"bro, 62, 62\" directs attention to the located next number for the group.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1037", "text": "bro, 62, 62", "turn_id": 96, "word_count": 3}, {"action": {"confidence": 0.93, "explanation": "\"uh, uh uh 63\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "uh, uh uh 63", "turn_id": 97, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "\"64\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "64", "turn_id": 98, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"65\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1037", "text": "65", "turn_id": 99, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "\"bruh im selling\" is affective slang expressing frustration/self-critique.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1039", "text": "bruh im selling", "turn_id": 100, "word_count": 3}, {"action": {"confidence": 0.91, "explanation": "\"66.. 6 7\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1037", "text": "66.. 6 7", "turn_id": 101, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "\"68, 69\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "68, 69", "turn_id": 102, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "\"70\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "70", "turn_id": 103, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"71, 72\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "71, 72", "turn_id": 104, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "\"73\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "73", "turn_id": 105, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "\"74, 75\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "74, 75", "turn_id": 106, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "\"76\" continues the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "76", "turn_id": 107, "word_count": 1}, {"action": {"confidence": 0.81, "explanation": "The student notices there was \"one left\" and reflects they couldn’t get 100, evaluating their result against the task goal.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1037", "text": "oh we had one left !! we were selling in the beginning ohhh oh myyy", "turn_id": 108, "word_count": 15}, {"action": {"confidence": 0.96, "explanation": "\"oopsies\" is a brief affective reaction to the mistake.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1039", "text": "oopsies", "turn_id": 109, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "\"its okayy\" is a brief reassuring acknowledgment to a peer.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1035", "text": "its okayy", "turn_id": 110, "word_count": 2}, {"action": {"confidence": 0.9, "explanation": "\"we couldn’t get 100\" explicitly checks their outcome against the target total.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1037", "text": "but we were selling in the beginningggg, we couldn’t get 100 bruh", "turn_id": 111, "word_count": 12}, {"action": {"confidence": 0.95, "explanation": "\"its okay\" is brief reassurance/receipt rather than substantive reasoning.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1039", "text": "its okay", "turn_id": 112, "word_count": 2}, {"action": {"confidence": 0.91, "explanation": "The teacher shifts to whole-class sharing, frames the next activity, and invites them to explain their strategy publicly.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_008", "text": "and here's just a moment. All right, unknown_047 went up substantially. You guys are, you know, you started out fast. You're like, slowing down the race. I like it. So we do have a winning group. And I'd like to hear from you all, because you very quickly figured out something that was very helpful on this. Talk about your strategies, and let us see what you did to get to such a high number.", "turn_id": 113, "word_count": 75}, {"action": {"confidence": 0.95, "explanation": "The student begins explaining the group’s strategy to the teacher/class: split into thirds because they were a group of three.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_1035", "text": "We knew that because we were a group of three, this was like split into thirds the paper,", "turn_id": 114, "word_count": 18}, {"action": {"confidence": 0.88, "explanation": "This continues the public explanation of how their strategy used the colors/sections.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_1037", "text": "and the colors so we just did it by what the", "turn_id": 115, "word_count": 11}, {"action": {"confidence": 0.8, "explanation": "\"Did unknown_047 see that?\" manages audience attention and participation during the presentation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Did unknown_047 see that?", "turn_id": 116, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "The student continues summarizing their strategy for the external audience, mentioning looking at multiples.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_1035", "text": "And then I at the end, I also tried to look at multiples of the numbers to see which one it is the strategy.", "turn_id": 117, "word_count": 24}], "word_count": 576}
{"day": 1, "grade_band": "7-8", "session_id": "conv_017", "speaker_count": 9, "speakers": [{"role": "student", "speaker_id": "student_1008"}, {"role": "student", "speaker_id": "student_1014"}, {"role": "student", "speaker_id": "student_1035"}, {"role": "student", "speaker_id": "student_1037"}, {"role": "student", "speaker_id": "student_1041"}, {"role": "student", "speaker_id": "student_1042"}, {"role": "teacher", "speaker_id": "teacher_005"}, {"role": "teacher", "speaker_id": "teacher_008"}, {"role": "unknown", "speaker_id": "unknown_044"}], "task_id": "one_to_one_hundred", "task_name": "1--100", "turn_count": 61, "turns": [{"action": {"confidence": 0.98, "explanation": "Teacher frames the session as group work, collaboration, and introductions rather than specific math content.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_008", "text": "and we are so excited to have you in here to seek a quick survey. How many of you are in seventh grade or going into seventh grade? Okay, how many of you are going into eighth grade? Okay, cool. So it's about awesome, all right, so we're going to do a lot of group work in here, because it's really important to a problem solving, to collaborate and communicate with other people. I thought it would be an idea because you are all brand new to one another, to introduce yourself to the people that you're sitting with, and you might even go around and just say your names out loud, so that this way you can try to get to know you and your names. Okay, so take a minute unknown_047 around the table right now, Go ahead and introduce yourselves.", "turn_id": 1, "word_count": 143}, {"action": {"confidence": 0.97, "explanation": "Introduces the upcoming challenge ('one to 100 activity') and tells students to get materials, setting up the activity.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Okay, so we have a challenge up first, and it's called a one to 100 activity. So what we're going to do right now is we are going to unknown_047 at your table take a different color highlighter from the bucket in the middle of your table.", "turn_id": 2, "word_count": 47}, {"action": {"confidence": 0.51, "explanation": "Utterance is fragmented and functions more like light commentary/joking than substantive task setup or math reasoning.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Can unknown_047 count to a 101st we're okay, okay, all", "turn_id": 3, "word_count": 10}, {"action": {"confidence": 0.99, "explanation": "Teacher states the rules and constraints: only circle your own number, go in order, no talking, no helping.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_008", "text": "right, so we're not going to start yet, and we're not going to flip our paper over yet, because it's kind of a little mystery on how this is going to work. But here are the rules. The first rule is you can only circle your number, and we are going to go in order from one to 100 so if I was at this table and we started here, reminding again, student_1007 is going to start she's going to be number one, number two, number three, then back to student_1007 for 4567, and you have to go in order, and it needs to be chronological from one to 100 so if student_1007 was looking ahead and found number four, she can circle number four until after our friend circles number three. Does that make sense? And we're going to do this where you cannot talk to one another, and you cannot help each other. So even if you're a really great friend, and you see number five and you and you want to point to it, you can't. You can only look for your own number and circle your own number, and there is absolutely no talking. Does everybody understand what the rules are okay. So at your table right now, can you decide who's going to go first? Who's going to go second, third, fourth, person, fourth.", "turn_id": 4, "word_count": 229}, {"action": {"confidence": 0.98, "explanation": "Directs students to move the bin and not turn the paper over yet; this manages materials/workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_005", "text": "And you can move the bin out of the way. Move the bin to the end of your table so it's not in the way. All right. Do we have. Uh don’t turn it over yet.", "turn_id": 5, "word_count": 36}, {"action": {"confidence": 0.68, "explanation": "‘That would be cheating’ is a playful affective comment attached to the rule reminder.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_008", "text": "dont turn it over yet, that would be cheating", "turn_id": 6, "word_count": 9}, {"action": {"confidence": 0.94, "explanation": "Teacher explains the overall structure of doing three trials and improving with practice.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_005", "text": "We’re going to try this three times, and we're going to see if we get better. And generally, practice will make us better", "turn_id": 7, "word_count": 23}, {"action": {"confidence": 0.98, "explanation": "Teacher tells students how to position the microphone so it is not touched or knocked over.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_008", "text": "And before we start, here is a microphone at. Everybody's table, because remember, we've talked a lot about how this is research. So just make sure we don't touch the microphone or knock it. So if you if you want to slide it kind of to the end a little bit, so that this way we don't knock it on the floor", "turn_id": 8, "word_count": 62}, {"action": {"confidence": 0.99, "explanation": "Student asks whether everyone shares the same paper, requesting clarification about setup.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_005", "text": "we have a question. the teacher_008, we have student_1007  um do we all share the same paper?", "turn_id": 9, "word_count": 17}, {"action": {"confidence": 0.9, "explanation": "Teacher answers the paper-sharing question and restates readiness/start constraints before beginning.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Yes, we're all going to share the same paper. So when we say go, we otherwise have three and you can't turn it over until you start the timer. Okay, has everybody figured out what order you're going in? Is everybody ready to go? Okay, ready Ready, set go.", "turn_id": 10, "word_count": 49}, {"action": {"confidence": 0.87, "explanation": "Clarifies the material constraint: only one piece of paper, including later rounds, and that it can be moved.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Just one piece of paper. Yep, that's for rounds two and three, one piece of paper. The paper can move it if you need to.", "turn_id": 11, "word_count": 25}, {"action": {"confidence": 0.84, "explanation": "Teacher explicitly says students cannot help and points to helping as the issue in the prior round.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_005", "text": "you cannot help. You cannot help. That was because, yeah, because of helping, it made that go up. No, not really coincidence.", "turn_id": 12, "word_count": 22}, {"action": {"confidence": 0.77, "explanation": "Teacher asks groups to debrief what they could do differently next time to reach a higher number, inviting strategic planning.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_008", "text": "We're gonna do this again. Okay, we're gonna give you some time. Right now, we would like you to debrief with your group and talk about, if we when we do this again for a second time, what you could do differently, or what maybe you notice that could make you get to a higher number.", "turn_id": 13, "word_count": 56}, {"action": {"confidence": 0.75, "explanation": "Teacher asks how high groups got and compares outcomes to the goal of improving/getting higher.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "First off, how high did we get? Yeah, how hard did we get? Anyone get to 100? at least 25 at least 25 okay, so this group may have a secret, but talk among ourselves, so we know it's possible to get higher than we got before. Yeah, we just want to do better.", "turn_id": 14, "word_count": 54}, {"action": {"confidence": 0.92, "explanation": "Teacher explains a useful idea—looking ahead by multiples—and justifies why some behaviors were allowed because they were not rules.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Let's wait and see if others notice it. Will that help you next time? Don't look at it yet. All right, have we strategized? Good? Okay, alrighty, a couple of things. A couple of things. Let's review the rules when we start. There is absolutely no talking. You cannot point help in any way. But some of you, I think, did you know what number you would start looking for? Did you have that in mind? So even if it wasn't your turn, you were already looking. How did you know? How could you know what your next number would be? Right, right. What do we call those? If I'm doing a four the next time I'm doing an eight, the next time I'm doing a 12, what do we call those? Anyone know that magic math work starts with an M multiples like we know that's what we'll do next. So we can kind of get a head start even when it's not our turn, since we can't help the other people anyway, all right, the other those were our only rules. I noticed over here that group that got the furtherest, or is it farthest? I think it's far because it's numeric. He was not sitting down. He was not sitting down. Should they be disqualified? Was it one of the rules? No, I noticed this group did not pass the paper. They did not politely give the paper to the next person. Should they be disqualified? That was not one of the rules.", "turn_id": 15, "word_count": 256}, {"action": {"confidence": 0.97, "explanation": "Teacher changes the rules for the next round, specifying that students may talk and point and will get a new paper.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Well, I'm bored of those rules. I want to change the rules this time. So this time, I think you should be able to talk to one to point to it for the person who's looking for a five so we can help each other this time, and we can talk to one another. Okay, but we're going to give you a new paper. We're not going to have you keep going where you left off. So I'm going to take these ones from you so we can get ready and remember, we're not going to flip it over until we put the timer. Okay, so remember what number you got to last night.", "turn_id": 16, "word_count": 114}, {"action": {"confidence": 0.95, "explanation": "Teacher adds another rule change: a different person will be number one this time.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Your goal is to be, is this one can we get to make higher wait your new rule, so you're not going to do the same number you started last time, a different person will be number one.", "turn_id": 17, "word_count": 38}, {"action": {"confidence": 0.95, "explanation": "Brief confirmation ('yeah, change it up') accepting the preceding rule adjustment.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_008", "text": "yeah, change it up.", "turn_id": 18, "word_count": 4}, {"action": {"confidence": 0.91, "explanation": "Repeats and confirms the changed order rule before starting.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Different person will be number one. Change now a different person will be number one. All right. Are we good? All right.", "turn_id": 19, "word_count": 22}, {"action": {"confidence": 0.94, "explanation": "Teacher gives the start signal and directs allowable actions ('Talk, stand').", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Ready, set, go. Talk, stand", "turn_id": 20, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Playful remark ('a lawless math class') comments affectively on the looser rules.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_005", "text": "talk, help, stand up. The rules are falling, a lawless math class", "turn_id": 21, "word_count": 12}, {"action": {"confidence": 0.82, "explanation": "Teacher asks how a group got that result again, requesting explanation of their observation.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_005", "text": "how did you get that again? That’s kind of a funny observation.", "turn_id": 22, "word_count": 12}, {"action": {"confidence": 0.92, "explanation": "Excited commentary ('we’re zipping') expresses affect about pace rather than advancing reasoning.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_005", "text": "we’re zipping. We’re zipping the teacher_008, we’re zipping", "turn_id": 23, "word_count": 8}, {"action": {"confidence": 0.86, "explanation": "Teacher announces time remaining ('one minute'), managing the activity phase.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_005", "text": "one minute", "turn_id": 24, "word_count": 2}, {"action": {"confidence": 0.78, "explanation": "Brief repetition/receipt of the time call ('one minute').", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_008", "text": "one minute", "turn_id": 25, "word_count": 2}, {"action": {"confidence": 0.91, "explanation": "Teacher asks what makes it easier now and specifically whether talking helps, eliciting explanation.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_005", "text": "This is so much easier now, what makes it easy? The talking?", "turn_id": 26, "word_count": 12}, {"action": {"confidence": 0.88, "explanation": "Teacher asks whether groups did better and by how much, evaluating results across rounds.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Hands up, all right. Did you do better? Did you do better? Yeah, how much better?", "turn_id": 27, "word_count": 16}, {"action": {"confidence": 0.85, "explanation": "Teacher has each group publicly report first and second round results to the whole class and frames another debrief.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Let's go around and share out your first number and then your second number, 19. Have a second time. Ooh. How about you all? What'd you get to the first time? Okay, and then what'd you get to this time? 46 Okay, so we had 44 46 what'd you have the first time and how about this time? Wow. All right, how about you all what'd you get the first time? 2424 How about this time? Okay, back here. What'd you get the first time you got 21st 2052 all right. How about over here? Would get the first time 17? How about this time 17 to 41 all right, so some of you have figured out something on your paper, but we don't want to share it, because we're going to do this again, and we don't want someone to steal your because there will be a winning group. Right now, these guys are the ones to be I'm just saying. So we're gonna debrief and strategize again to try to develop something to get even higher this last time. So go ahead, talk to each other for a minute.", "turn_id": 28, "word_count": 191}, {"action": {"confidence": 0.77, "explanation": "Single-number response ('53') supplies the group's achieved result in the share-out.", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_044", "text": "53", "turn_id": 29, "word_count": 1}, {"action": {"confidence": 0.76, "explanation": "Student explains why their performance was limited: they only learned the strategy a minute ago.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1037", "text": "we didn’t know the strategy until like one minute ago", "turn_id": 30, "word_count": 10}, {"action": {"confidence": 0.9, "explanation": "Teacher explains why papers were changed and why the visual pattern 'pops out' on the new sheet.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_005", "text": "So you know where that helped, right? Put it to force. Yeah, well, we're not a team of four, exactly. You'll see in a more team, the force yourself. So your team is, remember, did you see me change out your papers after you sat down? That's because I needed you to see something different. If you did it on their paper, it would be apologies, and you wouldn't see but this one pops out, doesn't it? Good, good, good. But you guys are still very good at finding them, even though we just discovered it all right, I expect fad that you won't even look at it until it's time to go. Oh, I guess are we going?", "turn_id": 31, "word_count": 119}, {"action": {"confidence": 0.83, "explanation": "Teacher asks whether the group moved the paper the first time, seeking details of their process.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Did you go on the paper the first time you did? Did you go the first time you did it? student_1037, student_1035: yeah we moved it", "turn_id": 32, "word_count": 26}, {"action": {"confidence": 0.84, "explanation": "Teacher follows up by asking if they stood up this time, again probing their method.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_008", "text": "you moved it everytime, did you stand up this time or", "turn_id": 33, "word_count": 11}, {"action": {"confidence": 0.71, "explanation": "Teacher comments on the group as 'our only standing group,' a light observation rather than math reasoning.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_005", "text": "this is our only standing group", "turn_id": 34, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Teacher manages collection of papers and readiness for the next round.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Are we gonna collect them? Are we ready?", "turn_id": 35, "word_count": 8}, {"action": {"confidence": 0.98, "explanation": "Teacher says they are collecting and instructs students not to flip the new sheet over.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_008", "text": "yep we’re collecting! Alright we’re gonna do one more time, don’t flip your new sheet over.", "turn_id": 36, "word_count": 16}, {"action": {"confidence": 0.94, "explanation": "Teacher requests the old paper and continues managing materials.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_005", "text": "can i have the old one? Alright, i expect", "turn_id": 37, "word_count": 9}, {"action": {"confidence": 0.97, "explanation": "Student asks permission/clarification about whether they can move.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1041", "text": "wait can we move", "turn_id": 38, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Teacher gives brief permission ('oh, absolutely'), a short accepting response.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_005", "text": "oh, absolutely", "turn_id": 39, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "‘alright, bet’ is an affective/social response to the permission.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1041", "text": "alright, bet", "turn_id": 40, "word_count": 2}, {"action": {"confidence": 0.82, "explanation": "Teacher clarifies that standing is allowed, specifying permissible actions for the round.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "you do not, you can stand you can do", "turn_id": 41, "word_count": 9}, {"action": {"confidence": 0.94, "explanation": "Teacher lays out allowable options—stand, move paper or not—and tells them to decide order before starting.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_008", "text": "You are allowed to stand up. You are allowed to move the paper or not. You get to take what your dude wants to do. Do. Okay, decide your order, and then we're gonna get going.", "turn_id": 42, "word_count": 36}, {"action": {"confidence": 0.74, "explanation": "Teacher makes an enthusiastic prediction/joking comment about reaching 100/79 before the last try.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Last try, 100 we will get to 179 79 All right, 100 ALL RIGHT?", "turn_id": 43, "word_count": 14}, {"action": {"confidence": 0.9, "explanation": "Teacher leads a whole-class share-out of final scores and invites the winning group to explain strategies.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "teacher", "speaker_id": "teacher_008", "text": "okay, so let's share out how high did your group get this time? So we'll start with you guys in the back. Go ahead, 5959 Okay, Okay, how about you guys? 75. How about you? All Okay, and here, all right, unknown_047 went up substantially. You started out fast. You're like, slowing down the phrase, I like it. So we do have a winning group. And I'd like to hear from you all, because you very quickly figured out something that was very helpful on this talk about your strategies, and let's see what you did to get to such a high number?", "turn_id": 44, "word_count": 103}, {"action": {"confidence": 0.96, "explanation": "Student proposes the organizing structure they noticed: the sheet was split into thirds.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_1035", "text": "this was like split into threes", "turn_id": 45, "word_count": 6}, {"action": {"confidence": 0.83, "explanation": "Teacher asks whether others saw that, directing participation and attention to the shared idea.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Did unknown_047 see that?", "turn_id": 46, "word_count": 4}, {"action": {"confidence": 0.89, "explanation": "Student states a method used: looking at multiples of the numbers.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1035", "text": "And then at the end, I also tried to look at multiples of the numbers.", "turn_id": 47, "word_count": 15}, {"action": {"confidence": 0.95, "explanation": "Teacher briefly affirms the student's contribution as a smart strategy.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Very smart strategy.", "turn_id": 48, "word_count": 3}, {"action": {"confidence": 0.78, "explanation": "Teacher checks whether the 'cut in thirds' structure also held true for others' papers.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "So was this the truth for unknown_047? There's look like this like a pie. It's cut in thirds. Yeah, go ahead", "turn_id": 49, "word_count": 21}, {"action": {"confidence": 0.95, "explanation": "Student offers their group's structural model: the page was in quadrants because there were four people.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_1042", "text": "Ours were in quadrants cause we’re a group of four.", "turn_id": 50, "word_count": 10}, {"action": {"confidence": 0.82, "explanation": "Teacher asks whether that quadrant structure made it easier, evaluating fit/usefulness of the model.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Group of four. So yours popped out and was in four. Did that make it easier?", "turn_id": 51, "word_count": 16}, {"action": {"confidence": 0.98, "explanation": "Brief confirmation ('yeah') to teacher's question without adding further content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1042", "text": "yeah", "turn_id": 52, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher asks what else was helpful and what caused improvement from round one to later rounds.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_008", "text": "So what else was helpful? If you think back to the first time that we did it, round one, compared to the second and the third time, what do you think helped you drastically improve the number that you got to between round one and round two, go ahead", "turn_id": 53, "word_count": 49}, {"action": {"confidence": 0.91, "explanation": "Student explains the helpful factor: being able to talk and point.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1008", "text": "the talking and pointing,", "turn_id": 54, "word_count": 4}, {"action": {"confidence": 0.84, "explanation": "Teacher asks for the group's round-two number, checking/recording comparative performance.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_008", "text": "talking and pointing definitely, and then how what was your number for round two at your table?", "turn_id": 55, "word_count": 17}, {"action": {"confidence": 0.89, "explanation": "Student offers a numerical result ('75') for the round.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1041", "text": "75", "turn_id": 56, "word_count": 1}, {"action": {"confidence": 0.83, "explanation": "Another student corrects the previously stated round number, revising the reported answer to about 55.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1014", "text": "no for last round, it was like 55", "turn_id": 57, "word_count": 8}, {"action": {"confidence": 0.94, "explanation": "Teacher asks what they did differently in the last round, requesting explanation of process change.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_008", "text": "so what did you do differently in this time? This last time I saw you guys on the same side.", "turn_id": 58, "word_count": 20}, {"action": {"confidence": 0.91, "explanation": "Student explains the change in method: they stayed on the same side.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1014", "text": "We went on the same side.", "turn_id": 59, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Teacher summarizes the purpose of the opening activity: to show the importance of communication and collaboration for the week.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Okay, so no one was upside down right and, like, lose time shifting the paper around. So that was a good idea. Awesome. So the reason that we do this to start this week is because we want to impress upon you how important it is to effectively communicate and to work together and collaborate with your group. So all of the problems that we're going to do today and for the rest of the week, we want to make sure that you're talking to each other and not just having one person take over, right? We had to all work together in order to successfully get to a higher number. And everybody had good ideas to share to help us be more successful each time", "turn_id": 60, "word_count": 126}, {"action": {"confidence": 0.8, "explanation": "Teacher invites comments, questions, or thoughts from the class, opening space for clarification or discussion.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_005", "text": "any comments or questions or thoughts or who knew counting to 100 something we just asked little guys to do?", "turn_id": 61, "word_count": 20}], "word_count": 2179}
{"day": 1, "grade_band": "7-8", "session_id": "conv_018", "speaker_count": 5, "speakers": [{"role": "student", "speaker_id": "student_1032"}, {"role": "student", "speaker_id": "student_1041"}, {"role": "student", "speaker_id": "student_1042"}, {"role": "teacher", "speaker_id": "teacher_005"}, {"role": "teacher", "speaker_id": "teacher_008"}], "task_id": "bakers_cake", "task_name": "Baker's Cake", "turn_count": 175, "turns": [{"action": {"confidence": 0.94, "explanation": "Directs where to draw on the shared paper: 'No not there.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1042", "text": "Okay, so you have to. No not there,", "turn_id": 1, "word_count": 8}, {"action": {"confidence": 0.72, "explanation": "Reports and coordinates drawing activity: 'I’m drawing.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1032", "text": "I’m drawing..", "turn_id": 2, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "Gives directions for placement and workspace use: 'go like here... use our space well.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1042", "text": "You have to go like here. Yeah. We have to use our space well.", "turn_id": 3, "word_count": 14}, {"action": {"confidence": 0.8, "explanation": "Brief acceptance/uptake: 'Okay, whatever.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1032", "text": "Okay, whatever", "turn_id": 4, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "Tells partner what shape to draw: 'make a square.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1042", "text": "Okay make a, make a, make a square and then do down", "turn_id": 5, "word_count": 12}, {"action": {"confidence": 0.88, "explanation": "Short receipt token: 'oh.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1032", "text": "oh", "turn_id": 6, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "Affective/social exclamation: 'Girl.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1042", "text": "Girl", "turn_id": 7, "word_count": 1}, {"action": {"confidence": 0.86, "explanation": "Brief reassurance without new math: 'It’s okay.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1032", "text": "It’s okay", "turn_id": 8, "word_count": 2}, {"action": {"confidence": 0.62, "explanation": "Begins stating an operation to write/use: 'Divided by.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1042", "text": "Divided by", "turn_id": 9, "word_count": 2}, {"action": {"confidence": 0.62, "explanation": "Repeats the operation phrase as part of executing the arithmetic expression.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1032", "text": "divided by", "turn_id": 10, "word_count": 2}, {"action": {"confidence": 0.83, "explanation": "Completes the arithmetic step: 'by four.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1042", "text": "by four", "turn_id": 11, "word_count": 2}, {"action": {"confidence": 0.75, "explanation": "Echoes the divisor in the computation: 'four.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1032", "text": "four", "turn_id": 12, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Directs notation on the paper: 'put the dollar sign here.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1042", "text": "Nah bro you have to put the dollar sign here", "turn_id": 13, "word_count": 10}, {"action": {"confidence": 0.77, "explanation": "Teacher asks group to verify whether '$3' for each piece is consistent/agreed upon.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Does everybody agree each piece is going to be $3?", "turn_id": 14, "word_count": 10}, {"action": {"confidence": 0.96, "explanation": "Simple confirmation: 'Yes.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1042", "text": "Yes", "turn_id": 15, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Expresses uncertainty and asks how to proceed: 'How are you supposed to do that.'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1032", "text": "Oh.. interesting. How are you supposed to like do that.", "turn_id": 16, "word_count": 10}, {"action": {"confidence": 0.82, "explanation": "Starts giving rationale from fractions: 'Cause one would be half.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1042", "text": "Cause one would be half, so then", "turn_id": 17, "word_count": 7}, {"action": {"confidence": 0.81, "explanation": "Assigns fractional meaning to a piece: 'it's a quarter.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1032", "text": "And then, its a quarter.", "turn_id": 18, "word_count": 5}, {"action": {"confidence": 0.87, "explanation": "Offers specific values for pieces: '$3 and then $6.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1042", "text": "It would be $3 and then $6", "turn_id": 19, "word_count": 7}, {"action": {"confidence": 0.83, "explanation": "Links the half-piece to a value: 'half would be $6.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1032", "text": "and then half would be $6", "turn_id": 20, "word_count": 6}, {"action": {"confidence": 0.65, "explanation": "Continues setting up the arithmetic operation: 'so then, divided by.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1042", "text": "so then, divided by", "turn_id": 21, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Questions whether current result is correct: 'Are you sure this is right.'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1032", "text": "Are you sure this is right", "turn_id": 22, "word_count": 6}, {"action": {"confidence": 0.56, "explanation": "States an operation that appears mistaken in context: 'divided by two equals six.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1042", "text": "divided by two equals six", "turn_id": 23, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Explicitly says the current work seems wrong.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1032", "text": "I don’t think thats right.", "turn_id": 24, "word_count": 5}, {"action": {"confidence": 0.6, "explanation": "Defends one part as correct while noting uncertainty about the rest.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1042", "text": "This? This is correct. I dont know how to do the", "turn_id": 25, "word_count": 11}, {"action": {"confidence": 0.94, "explanation": "Provides the arithmetic step '6 divided by 2' to compute the missing value.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1041", "text": "You can do 6 divided by 2 student_1032/student_1042: 6 divided by 2", "turn_id": 26, "word_count": 12}, {"action": {"confidence": 0.89, "explanation": "Receives peer help appreciatively: 'Oh yeah... smart.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1042", "text": "Oh yeah and then, oh smart", "turn_id": 27, "word_count": 6}, {"action": {"confidence": 0.9, "explanation": "Restates using division by 2 to compute the target value.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1042", "text": "divided by the answer, divided by two to get that", "turn_id": 28, "word_count": 10}, {"action": {"confidence": 0.96, "explanation": "Teacher explicitly asks them to use what they knew from problem 1; students confirm.", "name": "reusing_a_previous_case_or_pattern"}, "role": "teacher", "speaker_id": "teacher_005", "text": "And could you use what you knew from number one? student_1032/student_1042: Yes", "turn_id": 29, "word_count": 12}, {"action": {"confidence": 0.67, "explanation": "Announces having a way to solve/see it: 'I got it... It's like.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1032", "text": "Oh… Oh guys, guys, I got it, I got it. I got it. I got it. I got it. It’s like", "turn_id": 30, "word_count": 21}, {"action": {"confidence": 0.95, "explanation": "Teacher compares this cake to the previous one and asks how same numbers arise despite different cuts.", "name": "reusing_a_previous_case_or_pattern"}, "role": "teacher", "speaker_id": "teacher_008", "text": "All right, see the same numbers, but this cake looks completely different. So how are you getting the same numbers, six, three and three? If this cake is cut into triangles, and the last case was in, the cake was into rectangles and squares. Who wants to talk us through? Go ahead", "turn_id": 31, "word_count": 52}, {"action": {"confidence": 0.93, "explanation": "Explains sameness by area: 'same space... just shaped different.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1032", "text": "Oh well, it’s the same like space that they have. It’s just shaped different.", "turn_id": 32, "word_count": 14}, {"action": {"confidence": 0.98, "explanation": "Teacher asks student to explain how they saw the six or three.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Okay, so how did you see the space? Talk us through how you figured out maybe the six or the three,", "turn_id": 33, "word_count": 21}, {"action": {"confidence": 0.95, "explanation": "Justifies values by imagining full cuts making equal 3s, then halving.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1042", "text": "it's all equal. And if you just cut it like fully both sides, it would just be 3333, again. So then just cutting it in half, and then do another slice, it would just be six and then three, three.", "turn_id": 34, "word_count": 40}, {"action": {"confidence": 0.93, "explanation": "Assigns fractional value: 'the big one is 3/4ths.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1032", "text": "Oh so the big one is 3/4ths", "turn_id": 35, "word_count": 7}, {"action": {"confidence": 0.82, "explanation": "Suggests resulting values: 'it would be nine and nine.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1042", "text": "So then it would be nine and nine", "turn_id": 36, "word_count": 8}, {"action": {"confidence": 0.97, "explanation": "Brief agreement: 'yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1032", "text": "yeah", "turn_id": 37, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Suggests what needs to be written versus not written on the paper.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1032", "text": "I don’t think we need to write the equation. I just think we need to like fill it out.", "turn_id": 38, "word_count": 19}, {"action": {"confidence": 0.89, "explanation": "Directs how to fill in the diagram: 'Triangle, then do square...'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1032", "text": "Triangle, then do square and then that", "turn_id": 39, "word_count": 7}, {"action": {"confidence": 0.92, "explanation": "Offers a specific value: 'that would totally be three again.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1042", "text": "So that would totally be three again", "turn_id": 40, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Brief agreement.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1032", "text": "yeah", "turn_id": 41, "word_count": 1}, {"action": {"confidence": 0.82, "explanation": "States candidate value: '3.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1042", "text": "3", "turn_id": 42, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Proposes values '6 and 6' then immediately retracts after noticing size difference.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1032", "text": "3$ and then this would be 6 and 6. Wait no, oh wait, because that part is bigger", "turn_id": 43, "word_count": 18}, {"action": {"confidence": 0.89, "explanation": "Confirms peer's observation that one part is bigger.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1042", "text": "yeah that part is bigger", "turn_id": 44, "word_count": 5}, {"action": {"confidence": 0.83, "explanation": "Notes a size constraint: one part is bigger than the other.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1032", "text": "but one part is bigger than the other", "turn_id": 45, "word_count": 8}, {"action": {"confidence": 0.76, "explanation": "Suggests intended structural assumption: the pieces were meant to be equal.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_1042", "text": "I think they meant to make it equal", "turn_id": 46, "word_count": 8}, {"action": {"confidence": 0.86, "explanation": "Offers possible values: '4 and 5?'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1032", "text": "4 and 5?", "turn_id": 47, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Suggests equal value '4.5 each.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1041", "text": "4.5 each", "turn_id": 48, "word_count": 2}, {"action": {"confidence": 0.94, "explanation": "States a relevant arithmetic operation: '12 divided by 4.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1032", "text": "and then so 12 divided by 4", "turn_id": 49, "word_count": 7}, {"action": {"confidence": 0.91, "explanation": "Tells peer they do not need to write it.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1041", "text": "you don’t need to write it", "turn_id": 50, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Manages participation: 'your turn.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1032", "text": "your turn", "turn_id": 51, "word_count": 2}, {"action": {"confidence": 0.88, "explanation": "Puts forward piece values, though one is inconsistent: 'six... six... 14.5.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1032", "text": "So that part is six. This part is six, and then that part is 14.5", "turn_id": 52, "word_count": 15}, {"action": {"confidence": 0.79, "explanation": "Starts computing a total: 'so that would be 10 point...'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1042", "text": "so that would be 10 point", "turn_id": 53, "word_count": 6}, {"action": {"confidence": 0.69, "explanation": "Clarifies the just-stated number: '10?'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1032", "text": "10?", "turn_id": 54, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Describes trying to add 2.5.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1042", "text": "I’m tryna add 2.5?", "turn_id": 55, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Corrects the amount: 'It’s supposed to be 1.5.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1041", "text": "It’s supposed to be 1.5", "turn_id": 56, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Teacher asks them to explain how they saw it.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_005", "text": "How’d you see it?", "turn_id": 57, "word_count": 4}, {"action": {"confidence": 0.91, "explanation": "Explains by matching one piece to another and dividing.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1032", "text": "This one is the same as this one and then we just divided", "turn_id": 58, "word_count": 13}, {"action": {"confidence": 0.71, "explanation": "Teacher validates contribution and notes another possible view.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_005", "text": "That's good. That might not be the way unknown_047 saw.", "turn_id": 59, "word_count": 10}, {"action": {"confidence": 0.67, "explanation": "Begins explaining it as 'the same thing but except...'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1042", "text": "It's just the same thing but except", "turn_id": 60, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "Brief agreement: 'yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1032", "text": "yeah", "turn_id": 61, "word_count": 1}, {"action": {"confidence": 0.74, "explanation": "Comments on appearance of their work: 'mine looks funky.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1032", "text": "mines looks funky because it doesn’t look like that", "turn_id": 62, "word_count": 9}, {"action": {"confidence": 0.65, "explanation": "Minimal response: 'little bit.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1042", "text": "little bit", "turn_id": 63, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "Teacher asks student to share how they saw the 4.50 piece.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Can you share how you saw the 450 piece?", "turn_id": 64, "word_count": 9}, {"action": {"confidence": 0.95, "explanation": "Explains it was the same piece, just flipped.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1032", "text": "So we just saw that it was the same as this. It was just flipped", "turn_id": 65, "word_count": 15}, {"action": {"confidence": 0.71, "explanation": "Teacher supplies/accepts with single-word uptake: 'Transformation.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Transformation", "turn_id": 66, "word_count": 1}, {"action": {"confidence": 0.89, "explanation": "Explains reasoning by saying all of it had to be cut in half.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1042", "text": "All of this was, it had to get cut in half", "turn_id": 67, "word_count": 11}, {"action": {"confidence": 0.87, "explanation": "Points to specific pieces on drawing and assigns '$6.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1032", "text": "It's like that, and then that. And she said write dollars Like so like this one, this one, this is $6", "turn_id": 68, "word_count": 21}, {"action": {"confidence": 0.83, "explanation": "Directs how to label the picture with '$6' and comments on drawing size.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1042", "text": "$6, go like that, $6. Oh okay we’re good. so that this looks a little bit smaller than", "turn_id": 69, "word_count": 18}, {"action": {"confidence": 0.64, "explanation": "Remarks on the look/size of the drawing rather than the math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1032", "text": "that one, that one, but small like,", "turn_id": 70, "word_count": 7}, {"action": {"confidence": 0.78, "explanation": "Evaluates whether a drawn piece looks too small to fit intended equality.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1042", "text": "no, it seems too small.", "turn_id": 71, "word_count": 5}, {"action": {"confidence": 0.75, "explanation": "Minimizes concern about drawing perfection: 'It's fine.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1032", "text": "It doesn't matter. It's fine, it doesn’t have to be perfect", "turn_id": 72, "word_count": 11}, {"action": {"confidence": 0.79, "explanation": "Checks visual consistency/equality of pieces in the representation.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1042", "text": "It does because I don't, because this kind of looks a little bit smaller than that, but I don't know if it's just, because of how I’m writing it", "turn_id": 73, "word_count": 29}, {"action": {"confidence": 0.73, "explanation": "Agrees and offers mild reassurance about writing affecting appearance.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1032", "text": "yeah it does. Maybe it’s just how you’re writing it.", "turn_id": 74, "word_count": 10}, {"action": {"confidence": 0.8, "explanation": "Affective comment about drawing size and 'precision.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1042", "text": "yeah cause that’s way too big, i’m sorry, precision", "turn_id": 75, "word_count": 9}, {"action": {"confidence": 0.94, "explanation": "Social/affective response: 'broo its not that deep.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1032", "text": "broo its not that deep", "turn_id": 76, "word_count": 5}, {"action": {"confidence": 0.86, "explanation": "Insists one figure is the same as another, giving structural rationale.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1042", "text": "to me it is. And this thing is just the same thing as this", "turn_id": 77, "word_count": 14}, {"action": {"confidence": 0.95, "explanation": "Directly rejects peer's claim: 'no, it's not. It's a different shape.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1032", "text": "no, it’s not. It’s a different shape", "turn_id": 78, "word_count": 7}, {"action": {"confidence": 0.52, "explanation": "Introduces a way to show it in the diagram: 'here wait.'", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1042", "text": "yeah but, if, here wait", "turn_id": 79, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Social check-in: 'are you okay.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1032", "text": "are you oaky", "turn_id": 80, "word_count": 3}, {"action": {"confidence": 0.55, "explanation": "Suggests a structural reinterpretation using '50' and trimming/ignoring part.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_1042", "text": "im not okay, but okay if you did like this 50 and then just", "turn_id": 81, "word_count": 14}, {"action": {"confidence": 0.84, "explanation": "Points out mismatch in orientation: 'it's horizontal over here.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1032", "text": "yeah, but look its horizontal over here", "turn_id": 82, "word_count": 7}, {"action": {"confidence": 0.58, "explanation": "Begins defending prior structural claim: 'yeah but.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1042", "text": "yeah but", "turn_id": 83, "word_count": 2}, {"action": {"confidence": 0.9, "explanation": "Further diagnoses why the shapes are not the same: orientation/length difference.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1032", "text": "and its horizontal over here too and its longer over here", "turn_id": 84, "word_count": 11}, {"action": {"confidence": 0.84, "explanation": "Justifies equivalence by saying if one part is ignored, the rest matches.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1042", "text": "but if you just went and forgot about this part. It would be the same", "turn_id": 85, "word_count": 15}, {"action": {"confidence": 0.96, "explanation": "Rejects the reasoning: 'you cant just forget about it.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1032", "text": "you cant just forget about it", "turn_id": 86, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Asks peer to explain the objection: 'what do you mean.'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1042", "text": "what do you mean", "turn_id": 87, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Restates the objection that the omitted part matters.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1032", "text": "you can’t forget about it", "turn_id": 88, "word_count": 5}, {"action": {"confidence": 0.83, "explanation": "Reasserts why they think the shape is the same.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1042", "text": "but that would be the same shape. Its the same thing", "turn_id": 89, "word_count": 11}, {"action": {"confidence": 0.91, "explanation": "Brief direct rejection: 'no.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1032", "text": "no", "turn_id": 90, "word_count": 1}, {"action": {"confidence": 0.63, "explanation": "Softens/receives disagreement: 'yeah im just saying.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1042", "text": "yeah im just saying", "turn_id": 91, "word_count": 4}, {"action": {"confidence": 0.89, "explanation": "Offers value '4.5.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1032", "text": "4.5", "turn_id": 92, "word_count": 1}, {"action": {"confidence": 0.8, "explanation": "Clarifies which piece is 4.5: 'This isn’t 4.5, this is 4.5.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1042", "text": "This isn’t 4.5, this is 4.5", "turn_id": 93, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "Simple acknowledgment: 'I know.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1032", "text": "I know", "turn_id": 94, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "Affective reaction: 'oh shoot.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1042", "text": "oh shoot", "turn_id": 95, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "States current idea seems wrong.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1032", "text": "i dont think thats right", "turn_id": 96, "word_count": 5}, {"action": {"confidence": 0.58, "explanation": "Receives uncertainty without adding content: 'well, i dont know.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1042", "text": "well, i dont know", "turn_id": 97, "word_count": 4}, {"action": {"confidence": 0.92, "explanation": "Assigns value to two squares: 'Those two squares are three.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1032", "text": "Those two squares are three", "turn_id": 98, "word_count": 5}, {"action": {"confidence": 0.85, "explanation": "Objects based on shape extent: 'it goes out a little bit more.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1042", "text": "no, it goes out a little bit more", "turn_id": 99, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "Changes stance after objection: 'Wait actually yeah youre right.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1032", "text": "its fine. Wait actually yeah youre right", "turn_id": 100, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Suggests adding a line to the diagram.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1042", "text": "Just do another line down here. Thats a question mark", "turn_id": 101, "word_count": 10}, {"action": {"confidence": 0.97, "explanation": "Continues directing how to draw additional lines.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1032", "text": "okay. then you draw another line then you have to draw another line over here and then.", "turn_id": 102, "word_count": 17}, {"action": {"confidence": 0.91, "explanation": "Corrects the drawing placement: 'Oh too far.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1042", "text": "Oh too far. Precision", "turn_id": 103, "word_count": 4}, {"action": {"confidence": 0.78, "explanation": "Comments on the intended shape of the drawn figure as part of refining it.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1032", "text": "it’s actually square, it just doesn’t", "turn_id": 104, "word_count": 6}, {"action": {"confidence": 0.69, "explanation": "Explains concern about how the drawn squares look in the middle.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1042", "text": "it is a square. No, i know, i know, its like im just saying that these look like in the middle", "turn_id": 105, "word_count": 21}, {"action": {"confidence": 0.7, "explanation": "Suggests a numerical value '.70.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1032", "text": ".70", "turn_id": 106, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Brief confirmation: 'yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1042", "text": "yeah", "turn_id": 107, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Offers values '2.5' and '1.25.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1032", "text": "2.5 and then that one’s 1.25", "turn_id": 108, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "Corrects to '1.5.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1041", "text": "1.5", "turn_id": 109, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Self-corrects: 'no 1.5.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1032", "text": "no 1.5", "turn_id": 110, "word_count": 2}, {"action": {"confidence": 0.83, "explanation": "Apologetic affective remark.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1042", "text": "okay, i’m sorry, im sorry", "turn_id": 111, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Affective exclamation: 'ohhh my.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1032", "text": "ohhh my", "turn_id": 112, "word_count": 2}, {"action": {"confidence": 0.85, "explanation": "Another apology, mainly affective/social.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1042", "text": "im sorry", "turn_id": 113, "word_count": 2}, {"action": {"confidence": 0.82, "explanation": "States candidate value: '6.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1032", "text": "6", "turn_id": 114, "word_count": 1}, {"action": {"confidence": 0.82, "explanation": "States candidate value: '3.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1041", "text": "3", "turn_id": 115, "word_count": 1}, {"action": {"confidence": 0.86, "explanation": "Checks whether another piece 'would also be 3.'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1042", "text": "3, would this also be 3?", "turn_id": 116, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "Assigns the value 3 to the referenced piece.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1041", "text": "no that would be 3", "turn_id": 117, "word_count": 5}, {"action": {"confidence": 0.8, "explanation": "Suggests '9' as a value.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1042", "text": "9", "turn_id": 118, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Checks understanding of the value assignment: 'that’s 3?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1032", "text": "that’s 3?", "turn_id": 119, "word_count": 2}, {"action": {"confidence": 0.91, "explanation": "Justifies value by fraction relationship: 'thats ½. Thats 1.5.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1041", "text": "Yeah cause thats ½. Thats 1.5", "turn_id": 120, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "Brief agreement.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1042", "text": "yeah", "turn_id": 121, "word_count": 1}, {"action": {"confidence": 0.62, "explanation": "Questions whether the picture matches the intended value: 'it doesn’t look like.'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1032", "text": "it doesn’t look like", "turn_id": 122, "word_count": 4}, {"action": {"confidence": 0.79, "explanation": "Evaluates visual mismatch: 'This one’s too fat.'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1042", "text": "on that it looks like the same. This one’s too fat", "turn_id": 123, "word_count": 11}, {"action": {"confidence": 0.81, "explanation": "Dismissive reassurance about drawing: 'well, its fine.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1032", "text": "well, its fine", "turn_id": 124, "word_count": 3}, {"action": {"confidence": 0.85, "explanation": "States candidate value '1.5.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1042", "text": "1.5", "turn_id": 125, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Brief confirmation: 'yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1041", "text": "yeah", "turn_id": 126, "word_count": 1}, {"action": {"confidence": 0.87, "explanation": "Lists resulting values '3, 6, 9.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1042", "text": "3, 6, 9", "turn_id": 127, "word_count": 3}, {"action": {"confidence": 0.69, "explanation": "Teacher frames the conceptual challenge of the task, inviting reflection rather than adding a specific step.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Doesn’t it like, make your brain explode when you think about, like, this is a fourth and this is a fourth. Like, when I was looking at it, I was like, is that right?", "turn_id": 128, "word_count": 34}, {"action": {"confidence": 0.83, "explanation": "Comments on how skinny they drew a piece; about drawing appearance.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1042", "text": "Yeah, i made this one really skinny but its fine", "turn_id": 129, "word_count": 10}, {"action": {"confidence": 0.79, "explanation": "Suggests the piece 'looks like 4.50.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1032", "text": "This looks like 4.50", "turn_id": 130, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Tests and rejects 4.5 because all pieces would not total 12.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1042", "text": "Yeah, but we couldn't do four, so we couldn't be able to do four. This one's 4.5 No, they're all the same. Oh, we know these two are equal. These two are low but", "turn_id": 131, "word_count": 34}, {"action": {"confidence": 0.84, "explanation": "States structural assumption: 'It’s a square, they’re all the same.'", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_1032", "text": "It’s a square, they’re all the same", "turn_id": 132, "word_count": 7}, {"action": {"confidence": 0.79, "explanation": "Evaluates whether piece sizes in the drawing really look equal.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1042", "text": "It could be, but it looks more like a rectangle. but it seems like this is bigger, smaller, larger,", "turn_id": 133, "word_count": 19}, {"action": {"confidence": 0.8, "explanation": "Compares apparent sizes/lengths to judge equality.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1032", "text": "This one looks larger than this but its not. But it is longer", "turn_id": 134, "word_count": 13}, {"action": {"confidence": 0.97, "explanation": "Rejects all being 4.5 because then total would not be 12.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1042", "text": "okay, i dont know. But they all couldnt be 4.5 or it wouldn’t equal up to 12", "turn_id": 135, "word_count": 17}, {"action": {"confidence": 0.62, "explanation": "Points to the inside parts as the next elements needing values.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1032", "text": "and then these three and then these though, the inside parts now.", "turn_id": 136, "word_count": 12}, {"action": {"confidence": 0.86, "explanation": "Suggests 'it could be like three.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1032", "text": "it could be like three", "turn_id": 137, "word_count": 5}, {"action": {"confidence": 0.88, "explanation": "Rejects 3 and considers 2.5 while noting doubt about fit.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1042", "text": "no it couldn’t be three it had to be like 2.5. But i dont think thats 2.5", "turn_id": 138, "word_count": 17}, {"action": {"confidence": 0.98, "explanation": "Suggests drawing a dotted line to cut out a square, restructuring the figure.", "name": "decomposing_or_repartitioning_the_structure"}, "role": "student", "speaker_id": "student_1041", "text": "what if we drew like a dotted line to cut a square out?", "turn_id": 139, "word_count": 13}, {"action": {"confidence": 0.84, "explanation": "Teacher greenlights the suggestion: 'do it!'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_008", "text": "do it!", "turn_id": 140, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Volunteers to perform the drawing: 'I’ll draw it.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1041", "text": "I’ll draw it", "turn_id": 141, "word_count": 3}, {"action": {"confidence": 0.93, "explanation": "Teacher states a key given about the figure: 'They are equal squares.'", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_008", "text": "They are equal squares.", "turn_id": 142, "word_count": 4}, {"action": {"confidence": 0.91, "explanation": "Assigns values to the newly identified pieces: 'these are going to be 1.5.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1041", "text": "so these are going to be 1.5", "turn_id": 143, "word_count": 7}, {"action": {"confidence": 0.9, "explanation": "Suggests that by turning it, it becomes the same as an earlier known case.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_1042", "text": "And then if we just turn that, it’s going to be the same thing right?", "turn_id": 144, "word_count": 15}, {"action": {"confidence": 0.62, "explanation": "Minimal uncertain uptake: 'i dont know.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1032", "text": "i dont know", "turn_id": 145, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Teacher asks students to infer the values after halving a fourth.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_008", "text": "so you're saying that this is a fourth, okay, you cut it in half. So how much would this piece in this piece be?", "turn_id": 146, "word_count": 24}, {"action": {"confidence": 0.93, "explanation": "Assigns fractional value: '1/8.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1041", "text": "1/8", "turn_id": 147, "word_count": 1}, {"action": {"confidence": 0.63, "explanation": "Teacher asks what the next pieces are; students respond '1/16th?' but overall move is a prompt for explanation.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Okay, so then, how much is this piece in this piece? student_1032/student_1042: 1/16th?", "turn_id": 148, "word_count": 13}, {"action": {"confidence": 0.96, "explanation": "Teacher explicitly links the 16th here to 16ths on earlier cakes.", "name": "reusing_a_previous_case_or_pattern"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Okay, try it. See what happens. Did we see a 16th anywhere on any of our other cakes?", "turn_id": 149, "word_count": 18}, {"action": {"confidence": 0.9, "explanation": "Maps the fractional piece to the money value '.75.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1042", "text": ".75", "turn_id": 150, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Teacher explains that the 16th is just shaped differently now and asks about other pieces.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Okay. it just looks different. That 16th was a square. Now our 16th is cut into a triangle, right? So if this is a 16th and this is a 16, how about the other pieces?", "turn_id": 151, "word_count": 35}, {"action": {"confidence": 0.91, "explanation": "Assigns another fraction: 'It would be an eighth.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1042", "text": "It would be an eight,", "turn_id": 152, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Brief teacher uptake: 'okay.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_008", "text": "okay,", "turn_id": 153, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Asks whether a piece would be less than 1/16th.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1041", "text": "would it be less than 1/16th", "turn_id": 154, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "Suggests a value: 'would it be 1.5.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1042", "text": "would it be 1.5", "turn_id": 155, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Explains that 0.75 is being halved.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1041", "text": "okay, so that's point seven five, but point seven five is being cut in half.", "turn_id": 156, "word_count": 15}, {"action": {"confidence": 0.96, "explanation": "Performs addition: 'point seven five plus point seven five, 1.5.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1042", "text": "so then point seven, five plus point seven, five, 1.5. Wait", "turn_id": 157, "word_count": 11}, {"action": {"confidence": 0.94, "explanation": "Teacher asks whether the referenced piece was a 16th or an eighth, clarifying meaning of the prior step.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Wait. Is it being cut in half? Or this was our extra look up here. He said this was a 16th, right? Or is that an eight? What do you think?", "turn_id": 158, "word_count": 31}, {"action": {"confidence": 0.95, "explanation": "Corrects prior interpretation: 'Actually that’s an eighth.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1042", "text": "Actually that’s an eighth.", "turn_id": 159, "word_count": 4}, {"action": {"confidence": 0.91, "explanation": "Teacher accepts the revision: 'Okay, go with it.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Okay, go with it.", "turn_id": 160, "word_count": 4}, {"action": {"confidence": 0.92, "explanation": "Assigns decimal value '.75' to the piece.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1041", "text": "so its .75", "turn_id": 161, "word_count": 3}, {"action": {"confidence": 0.82, "explanation": "Offers resulting value '1.5.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1042", "text": "1.5", "turn_id": 162, "word_count": 1}, {"action": {"confidence": 0.91, "explanation": "Connects known 6 to infer another piece must be 1.5, and checks correctness.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1041", "text": "so that’s six, that means that would have to be 1.5. I think that’s correct.", "turn_id": 163, "word_count": 15}, {"action": {"confidence": 0.73, "explanation": "Teacher reopens what the '16th' claim means for the pieces.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_008", "text": "So if you said it was 16th, right", "turn_id": 164, "word_count": 8}, {"action": {"confidence": 0.88, "explanation": "Student asks if the value is '.75.'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1041", "text": "is it .75", "turn_id": 165, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Teacher asks what the square represents as a fraction of the cake.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_008", "text": "So each of these pieces is point seven five. What does this square represent? Then, of the cake,", "turn_id": 166, "word_count": 18}, {"action": {"confidence": 0.67, "explanation": "Offers '9?' as tentative answer to teacher question.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1041", "text": "9?", "turn_id": 167, "word_count": 1}, {"action": {"confidence": 0.82, "explanation": "Teacher cues operation 'divided by 3.'", "name": "carrying_out_a_computation_step"}, "role": "teacher", "speaker_id": "teacher_008", "text": "divided by 3", "turn_id": 168, "word_count": 3}, {"action": {"confidence": 0.8, "explanation": "Gives result '3.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1042", "text": "3", "turn_id": 169, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Teacher asks what the 3 stands for.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_008", "text": "so whats 3?", "turn_id": 170, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Maps 3 to the fraction '1/4.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1041", "text": "¼", "turn_id": 171, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "Teacher states the interpretation: the middle square is 1/4 of the cake.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_008", "text": "1/4 of the cake in the middle. Does that make sense? Now?", "turn_id": 172, "word_count": 12}, {"action": {"confidence": 0.97, "explanation": "Simple confirmation: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1032", "text": "Yeah", "turn_id": 173, "word_count": 1}, {"action": {"confidence": 0.89, "explanation": "Receives the clarified explanation: 'ohh that makes more sense.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1042", "text": "ohh that makes more sense.", "turn_id": 174, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Asks whether the value should be 2.25, seeking confirmation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1041", "text": "Wait, is this 2.25?", "turn_id": 175, "word_count": 4}], "word_count": 1406}
{"day": 1, "grade_band": "7-8", "session_id": "conv_019", "speaker_count": 5, "speakers": [{"role": "student", "speaker_id": "student_1018"}, {"role": "student", "speaker_id": "student_1035"}, {"role": "student", "speaker_id": "student_1049"}, {"role": "teacher", "speaker_id": "teacher_005"}, {"role": "teacher", "speaker_id": "teacher_008"}], "task_id": "bakers_cake", "task_name": "Baker's Cake", "turn_count": 72, "turns": [{"action": {"confidence": 0.89, "explanation": "Student gives a specific value for the 'big one' as $6 based on prior reasoning.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1035", "text": "So the big one would be $6 because it’s half of the three and the three", "turn_id": 1, "word_count": 16}, {"action": {"confidence": 0.82, "explanation": "Student states values '6, 3, and 3' and explains why using the quarter-of-cake idea and '12 divided by 2 is 6.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1049", "text": "So it would be 6, 3, and 3. Because we know a fourth of the cake is always going to be $3. Now we can write down how we did it like 12 divided by 2 is 6.", "turn_id": 2, "word_count": 38}, {"action": {"confidence": 0.95, "explanation": "Teacher frames the next task/cake, manages marker switching, and sets up sharing for the class activity.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_008", "text": "All right, so the Baker's business is taking off, and he wants to make his cake even fancier for this next one. So let's take a moment. If you have had the marker for the first two cakes, can we switch to a new friend so that everybody has an idea to share. How much was each piece for this cake? Number two, who wants to raise your hand and share out that one? Oh, no. What's your name? Again? Sorry.", "turn_id": 3, "word_count": 81}, {"action": {"confidence": 0.94, "explanation": "Student publicly states the piece values: bigger one $6, other two $3.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1035", "text": "The bigger one was $6 and the other two were $3", "turn_id": 4, "word_count": 11}, {"action": {"confidence": 0.76, "explanation": "Teacher asks whether the student used what they knew from number one, prompting explanation of reasoning source.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Good. And I think I saw that on every board. And could you use what you knew from number one?", "turn_id": 5, "word_count": 20}, {"action": {"confidence": 0.98, "explanation": "Brief 'Yeah' simply confirms the teacher's question without adding content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1035", "text": "Yeah", "turn_id": 6, "word_count": 1}, {"action": {"confidence": 0.86, "explanation": "Student asserts a value for the big triangle: still $6.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1035", "text": "The big triangle is still 6 dollars.", "turn_id": 7, "word_count": 7}, {"action": {"confidence": 0.7, "explanation": "Peer questions whether the piece really is 6, testing the proposed value's correctness.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1018", "text": "You sure this is 6? This is 6.", "turn_id": 8, "word_count": 8}, {"action": {"confidence": 0.88, "explanation": "Student proposes additional piece values: '$9' and '$3.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1035", "text": "So this is $9 and this last one is $3", "turn_id": 9, "word_count": 10}, {"action": {"confidence": 0.88, "explanation": "Teacher connects the new cake to the first cake and asks what familiar partition it resembles.", "name": "reusing_a_previous_case_or_pattern"}, "role": "teacher", "speaker_id": "teacher_008", "text": "The bigger part is awesome. So what is this cake really like cut into if you think about it that way, how many pieces it reminds me of the first cake? What should we say? It's a quartz. Okay, awesome. All right. Cake number five, let's dig in fans here. How much is each piece? If the whole thing is 12 this time,", "turn_id": 10, "word_count": 63}, {"action": {"confidence": 0.58, "explanation": "Student suggests the top corner is still a third, proposing a structural fraction interpretation.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_1035", "text": "So the top corner is still a third. Can we have cents? So that would be together be 90.", "turn_id": 11, "word_count": 19}, {"action": {"confidence": 0.96, "explanation": "Student directs what to write on the board: 'write 12 equals three plus 2x' and 'write minus 3 under it.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1018", "text": "Wait so write 12 equals three plus 2x. Write minus 3 under it", "turn_id": 12, "word_count": 13}, {"action": {"confidence": 0.52, "explanation": "Student begins assigning a value/form to the top piece ('6 times...'), offering a tentative result.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1035", "text": "The top one is 6 times uhh. The bottom wouldn’t that be like", "turn_id": 13, "word_count": 13}, {"action": {"confidence": 0.95, "explanation": "Student proposes a concrete value: '$1 and 50 cents.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1018", "text": "This one would be $1 and 50 cents.", "turn_id": 14, "word_count": 8}, {"action": {"confidence": 0.79, "explanation": "Student evaluates the $1.50 proposal as seeming too small relative to the figure.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1035", "text": "But there are more than I feel like $1.50 is too small", "turn_id": 15, "word_count": 12}, {"action": {"confidence": 0.86, "explanation": "Student justifies $1.50 by arguing one square is 3 and the piece is one half of that.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1018", "text": "Because that’s one half of, so one square is a 3 right.", "turn_id": 16, "word_count": 12}, {"action": {"confidence": 0.81, "explanation": "Student changes the proposed value to 3.5 after disagreement.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1035", "text": "No, it would be 3.5", "turn_id": 17, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Student performs the addition '1.5 plus 3.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1018", "text": "1.5 plus 3", "turn_id": 18, "word_count": 3}, {"action": {"confidence": 0.88, "explanation": "Student corrects the total to '4.5, 4.5.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1035", "text": "Oh it’s 4.5, 4.5", "turn_id": 19, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Teacher asks the group to explain how they were thinking about it.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_008", "text": "How’d you guys think about it?", "turn_id": 20, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "Student explains their reasoning: $1.50 is half in the square, another part is half so $6, then add them.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1035", "text": "We had $1.50 is like half in the square. And then we also knew that this was half, so it would still be $6. I guess we could add those up.", "turn_id": 21, "word_count": 31}, {"action": {"confidence": 0.92, "explanation": "Student says 'same thing as this,' explicitly linking current work to a previous case.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_1049", "text": "So same thing as this.", "turn_id": 22, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Teacher paraphrases that they 'went back to fourths again,' highlighting reuse of an earlier partition idea.", "name": "reusing_a_previous_case_or_pattern"}, "role": "teacher", "speaker_id": "teacher_008", "text": "So you went back to fourths again", "turn_id": 23, "word_count": 7}, {"action": {"confidence": 0.75, "explanation": "Student elaborates the fourths-based interpretation and uses it to justify values and a total.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1035", "text": "This is like. I think this is 1.5. It’s a bit bigger, it’s like a fourth. yeah, actually it looks a bit, yeah, it's a four. So this is 1.5 and then this is six. So then we can add, so that would be 7.5 and 12. So um I think it's", "turn_id": 24, "word_count": 52}, {"action": {"confidence": 0.71, "explanation": "Student's 'Like this?' likely accompanies showing/drawing on the shared work surface.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1018", "text": "Like this?", "turn_id": 25, "word_count": 2}, {"action": {"confidence": 0.73, "explanation": "Student offers '4' as a tentative value/result.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1035", "text": "So 4", "turn_id": 26, "word_count": 2}, {"action": {"confidence": 0.61, "explanation": "Student explains how the top/finished square would count as a fourth and why there is too much.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1035", "text": "So if you have one top, the whole top, if you have finished, like the square, those small squares that would be counted as 1/4, there’s too much", "turn_id": 27, "word_count": 28}, {"action": {"confidence": 0.72, "explanation": "Student comments on the written notation, asking about the missing dollar sign on the workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1018", "text": "What happened to the dollar sign?", "turn_id": 28, "word_count": 6}, {"action": {"confidence": 0.63, "explanation": "Student points out a representational problem: 'There's not another box.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1035", "text": "There’s not another box", "turn_id": 29, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Brief 'Yeah' signals receipt/agreement with the prior turn.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1049", "text": "Yeah", "turn_id": 30, "word_count": 1}, {"action": {"confidence": 0.54, "explanation": "Student adds that the issue is 'hard to see,' elaborating the representational difficulty.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1035", "text": "Yeah but it’s hard to see", "turn_id": 31, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "Student rejects '.75,' then immediately corrects to '.75,' revising the value assignment.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1035", "text": "No this is not .75. Oh yeah yeah. So then we would add that up to get. Uh this is .75.", "turn_id": 32, "word_count": 21}, {"action": {"confidence": 0.83, "explanation": "Student offers a tentative total/result: 'Cause I got eight...'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1049", "text": "Cause I got eight…", "turn_id": 33, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Student explains why several pieces are 0.75, linking it to halves of 1.5.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1035", "text": "Yeah. But we're just like adding those. I think that these are all point seven five. Yeah, these are because this is like kind of half of one half or 1.5 Yeah. This is so this is point seven five.", "turn_id": 34, "word_count": 40}, {"action": {"confidence": 0.84, "explanation": "Student states specific piece values: 1.5, 1.5, and 2.15.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1035", "text": "So that is 1.5, this is 1.5, and then this would be 2.15", "turn_id": 35, "word_count": 13}, {"action": {"confidence": 0.99, "explanation": "Brief 'Okay' acknowledges the preceding proposal.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1018", "text": "Okay", "turn_id": 36, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Teacher asks what fraction of the whole cake the tiny square represents.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_005", "text": "All right, I'm just curious. With our money fraction, tiny square. The tiny square is what fraction of the whole case?", "turn_id": 37, "word_count": 21}, {"action": {"confidence": 0.83, "explanation": "Student proposes the fraction value, revising from 1/18 to 1/16.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1035", "text": "1/18 actually, 1/16", "turn_id": 38, "word_count": 3}, {"action": {"confidence": 0.88, "explanation": "Teacher checks agreement on whether the tiny square is 1/16.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Is it? 1/16 we agree", "turn_id": 39, "word_count": 5}, {"action": {"confidence": 0.79, "explanation": "Student reasons through 0.75 times four and argues the big triangle is still one half if made into squares.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1018", "text": "That’s still .5, that’s .75. That's point seven, five times four. So. Well, if you make it squares, that big triangle thing is still one half", "turn_id": 40, "word_count": 26}, {"action": {"confidence": 0.96, "explanation": "Student explicitly rejects the claim: 'The triangle ... is not one half.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1035", "text": "The triangle, the triangle is not one half", "turn_id": 41, "word_count": 8}, {"action": {"confidence": 0.74, "explanation": "Student clarifies the argument by specifying that after turning it into squares, the top one is the half.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1018", "text": "If you turn into squares, not the bottom one, the top one.", "turn_id": 42, "word_count": 12}, {"action": {"confidence": 0.88, "explanation": "Student retracts 'not 2.25,' then accepts it and changes the values to 'three, three' and add them up.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1035", "text": "This is not 2.25. Actually yes it is, yes it is I’m sorry. So it would, it would be three. Is. That just be 3 just be three. So this is so this is another one 1/4ths.. So this is three, three and then we could just add them up to see the thing", "turn_id": 43, "word_count": 54}, {"action": {"confidence": 0.78, "explanation": "Student explains a subpiece as 'one half of one half,' giving rationale for the decimal amount.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1018", "text": "Now that’s one half of one half so point", "turn_id": 44, "word_count": 9}, {"action": {"confidence": 0.82, "explanation": "Student questions whether an irregular piece is still 1.5, testing if the value fits the shape.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1049", "text": "It’s not exactly a square. Is it still 1.5 cause it", "turn_id": 45, "word_count": 11}, {"action": {"confidence": 0.97, "explanation": "Teacher asks 'Which one is this one?' to clarify which piece students mean.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Which one is this one?", "turn_id": 46, "word_count": 5}, {"action": {"confidence": 0.81, "explanation": "Student tests whether the piece could be 0.25 by comparing lengths and rejecting that value.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1035", "text": "Wouldn’t this be the same length? This can’t be .25.", "turn_id": 47, "word_count": 10}, {"action": {"confidence": 0.92, "explanation": "Student points out the source of mismatch: the pieces are different sizes.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1018", "text": "They’re different sizes", "turn_id": 48, "word_count": 3}, {"action": {"confidence": 0.83, "explanation": "Student tentatively concludes both pieces are 1.5.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1035", "text": "They’re a lot smaller than 75. I think they’re both 1.5. I think", "turn_id": 49, "word_count": 13}, {"action": {"confidence": 0.66, "explanation": "Student describes how splitting and rearranging a side piece supports the comparison.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1018", "text": "Like, you know, see that one on the side, you split in half and turn into like a square. Looks like two of the like like the", "turn_id": 50, "word_count": 27}, {"action": {"confidence": 0.74, "explanation": "Student explains why the whole is 9 and why both pieces would be 1.5, referencing halves/fourths.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1035", "text": "This is all nine. This is nine. And if this is 1.5 that is, this does that would be another, because it wouldn't be the second half of this. So both of them are 1.5. Cause this is half, this is another four", "turn_id": 51, "word_count": 43}, {"action": {"confidence": 0.88, "explanation": "Teacher challenges equal pricing by comparing apparent areas and asks for convincing evidence.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "That's all. I think that. Let's call that that almost equilateral triangle, or that acute isosceles. It just doesn't look like it has the same area as the obtuse isosceles. I just don't believe it. Can anyone convince me? Oh, is there any way to make me the non believer? Yes", "turn_id": 52, "word_count": 51}, {"action": {"confidence": 0.92, "explanation": "Student justifies the $3 and $1.5 values using 'half of the same thing' reasoning.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1035", "text": "The triangle, the bigger triangle on the bottom is $3 and half of and the other side is half, half of the same thing. Okay? So that $3 $3 so that means that the the one on the top would be 1.5 and the one on the right would also be 1.5", "turn_id": 53, "word_count": 52}, {"action": {"confidence": 0.97, "explanation": "Teacher asks what fraction of the cake $1.50 corresponds to.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_005", "text": "I don't disagree that they add up to $3 I'm just thinking, if I buy one of those, I'm not getting my money. Sure one should cost more. One could cost less. I don't believe that it's well, 150 is how much, what fraction of the cake?", "turn_id": 54, "word_count": 47}, {"action": {"confidence": 0.95, "explanation": "Student proposes '1/8th' as the fraction.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1035", "text": "1/8th?", "turn_id": 55, "word_count": 1}, {"action": {"confidence": 0.89, "explanation": "Teacher repeats 'Is it? 1/8th' to test the proposed fraction against the figure.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Is it? 1/8th", "turn_id": 56, "word_count": 3}, {"action": {"confidence": 0.85, "explanation": "Student explains that if you think in triangles rather than the square, it would be 1/4.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1035", "text": "Triangles. Don't think of the if you don't think of the square and you just have the triangles, then that would be ¼", "turn_id": 57, "word_count": 23}, {"action": {"confidence": 0.92, "explanation": "Student reiterates the tentative value that it should also be 1.5.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1035", "text": "I think that should also be 1.5", "turn_id": 58, "word_count": 7}, {"action": {"confidence": 0.77, "explanation": "Student explains with fourths/eighths why those pieces would be 1.5.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1035", "text": "Why this would all be fourth. So we know this is, this is a fourth of this one eight, because 1.5 is an eight. These would be 1.5", "turn_id": 59, "word_count": 28}, {"action": {"confidence": 0.94, "explanation": "Teacher points out an inconsistency: if both are 1/16, why do they have different prices?", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Do you think, like, in terms of fractions? How much is you think it's a 16th? Did you say up here? I think we said this was a 16th, right? So how come this sixteen is a different price than that?", "turn_id": 60, "word_count": 41}, {"action": {"confidence": 0.72, "explanation": "Student gives a rationale that the triangles were all created similarly, so they would be 1.5.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1035", "text": "I think these would be 1.5 because she created them all triangles", "turn_id": 61, "word_count": 12}, {"action": {"confidence": 0.86, "explanation": "Teacher asks whether shape/frosting size differences matter, prompting comparison of bigger vs smaller pieces.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Does that make a difference? Like you're not getting as much frosting. So, square, bigger, smaller. What do you think? student_1035/student_1049/student_1018: Smaller", "turn_id": 62, "word_count": 22}, {"action": {"confidence": 0.9, "explanation": "Student proposes that all of these are 0.75, yielding 3.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1035", "text": "All of these equal .75 and that would create 3.", "turn_id": 63, "word_count": 10}, {"action": {"confidence": 0.82, "explanation": "Teacher reframes the fraction as 4/16 = 1/4 and explicitly invites the group to revise their piece values.", "name": "revising_the_method_or_answer"}, "role": "teacher", "speaker_id": "teacher_005", "text": "So if these are all a 16th, then what does that matter? If you have 4/16th. What is 4/16th. think of it as a fraction. What two? 4/16 = 1/4 so this middle square is 1/4. Does that change your thinking about how much these pieces? Okay, do you want to revise anything?", "turn_id": 64, "word_count": 53}, {"action": {"confidence": 0.97, "explanation": "Student changes the prior amount, saying it is not 1.75 but 0.75.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1035", "text": "Yes, no, it's not a 1.75, it’s 0.75", "turn_id": 65, "word_count": 8}, {"action": {"confidence": 0.98, "explanation": "Brief 'Oh yeah' marks uptake of the revision.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1018", "text": "Oh yeah", "turn_id": 66, "word_count": 2}, {"action": {"confidence": 0.8, "explanation": "Student states 2.25 for each and explains it by noting connected parts make 1/4.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1035", "text": "So 2.25 for each. These are connected and this is ¼ of one. 1/4th. And then if you add these it would.", "turn_id": 67, "word_count": 22}, {"action": {"confidence": 0.78, "explanation": "Student clarifies that a region is still part of the triangle, supporting the partition logic.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1035", "text": "This is still part of the triangle", "turn_id": 68, "word_count": 7}, {"action": {"confidence": 0.83, "explanation": "Teacher restates the student's fraction claim and asks what those resulting pieces are worth after cutting in half.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_008", "text": "So you’re saying this is a fourth. Ok so you cut it in half, so how much are these pieces?", "turn_id": 69, "word_count": 20}, {"action": {"confidence": 0.96, "explanation": "Student gives the piece value as 2.25.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1035", "text": "So it’s 2.25", "turn_id": 70, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Teacher asks for the value of a specific piece: 'how much is this piece.'", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Okay and how much is this piece", "turn_id": 71, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Student answers with the specific value, 2.25.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1035", "text": "2.25", "turn_id": 72, "word_count": 1}], "word_count": 1243}
{"day": 1, "grade_band": "7-8", "session_id": "conv_020", "speaker_count": 5, "speakers": [{"role": "student", "speaker_id": "student_1009"}, {"role": "student", "speaker_id": "student_1017"}, {"role": "student", "speaker_id": "student_1019"}, {"role": "teacher", "speaker_id": "teacher_005"}, {"role": "teacher", "speaker_id": "teacher_008"}], "task_id": "bakers_cake", "task_name": "Baker's Cake", "turn_count": 50, "turns": [{"action": {"confidence": 0.93, "explanation": "Student suggests ignoring an existing line and imagining new lines, which restructures the figure into more useful parts.", "name": "decomposing_or_repartitioning_the_structure"}, "role": "student", "speaker_id": "student_1017", "text": "Yeah, all right, just imagine this line isn't here. Imagine like these lines in here. This", "turn_id": 1, "word_count": 16}, {"action": {"confidence": 0.55, "explanation": "'This we can...' appears to continue building or indicating the shared diagram/representation, though the utterance is incomplete.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1009", "text": "This we can...", "turn_id": 2, "word_count": 3}, {"action": {"confidence": 0.76, "explanation": "Student offers numerical values '3, 3, 3' as a tentative assignment for parts of the figure.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1017", "text": "3, 3, 3", "turn_id": 3, "word_count": 3}, {"action": {"confidence": 0.88, "explanation": "Student proposes 'this would be 9.5' as a tentative value for the represented quantity.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1019", "text": "Yeah this would be 9.5", "turn_id": 4, "word_count": 5}, {"action": {"confidence": 0.8, "explanation": "Student is combining listed values ('1.5, 6, 1.50 equals') to perform arithmetic on the current quantities.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1009", "text": "So it looks like 1.5, 6, 1.50 equals", "turn_id": 5, "word_count": 8}, {"action": {"confidence": 0.87, "explanation": "'Wait 6?' asks for confirmation/meaning of the intermediate number just introduced.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1017", "text": "Wait 6?", "turn_id": 6, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "Brief confirmation 'Yeah' simply affirms the prior question without adding new content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1009", "text": "Yeah", "turn_id": 7, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Student accepts the prior explanation with 'Yeah that makes sense.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1017", "text": "Yeah that makes sense", "turn_id": 8, "word_count": 4}, {"action": {"confidence": 0.86, "explanation": "Student states 'It would be 1.50,' putting forward a tentative value.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1009", "text": "It would be 1.50", "turn_id": 9, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "'Wait, but how' explicitly requests an explanation of the previous claim.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1017", "text": "Wait, but how", "turn_id": 10, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Student justifies the value by saying the compared part 'is the same size.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1019", "text": "Because this is the same size", "turn_id": 11, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Student explains the inference from a line relationship and argues it should be twice the small square.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1009", "text": "So we know this from this line, so it should be twice the size of the small square", "turn_id": 12, "word_count": 18}, {"action": {"confidence": 0.99, "explanation": "Teacher asks the group to explain whether they subtracted and how they figured it out.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Awesome, so did you subtract off then once you figured that was 1.50 to figure out that it was 4.50 left, or how did you figure that?", "turn_id": 13, "word_count": 27}, {"action": {"confidence": 0.87, "explanation": "Student describes the operations they used, explaining their method in response to the teacher.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1009", "text": "We added 1.50 to 6 and then subtracted 12 from 7.50", "turn_id": 14, "word_count": 11}, {"action": {"confidence": 0.66, "explanation": "Student refers to 'half' and '4.50' to justify how a part was determined, even though phrasing is fragmented.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1017", "text": "Obviously half and this was 4.50 and it's basically, so then that was that", "turn_id": 15, "word_count": 14}, {"action": {"confidence": 0.83, "explanation": "'1.50?' seeks confirmation of which value is being referred to.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1019", "text": "1.50?", "turn_id": 16, "word_count": 1}, {"action": {"confidence": 0.52, "explanation": "'I think?' tentatively offers agreement with the candidate value under discussion.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1017", "text": "I think?", "turn_id": 17, "word_count": 2}, {"action": {"confidence": 0.78, "explanation": "Student corrects the current value with 'No, so 1.50,' revising the prior tentative statement.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1009", "text": "No, so 1.50", "turn_id": 18, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Student asks whether the number means '150,' clarifying the interpretation of the quantity.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1019", "text": "Oh, or do you mean 150", "turn_id": 19, "word_count": 6}, {"action": {"confidence": 0.89, "explanation": "'No, I mean the price' clarifies the meaning/unit of the number being discussed.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1009", "text": "No, I mean the price", "turn_id": 20, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Student briefly acknowledges the clarified meaning: 'Oh, the price.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1019", "text": "Oh, the price", "turn_id": 21, "word_count": 3}, {"action": {"confidence": 0.89, "explanation": "Student settles on 'that would be 4.50' after a brief self-correction ('Wait no, yeah').", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1009", "text": "Yes, so that would be 4.50. Wait no, yeah it would be 4.50", "turn_id": 22, "word_count": 13}, {"action": {"confidence": 0.59, "explanation": "'So, yeah?' functions as a tentative check of whether the just-stated result is acceptable/correct.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1019", "text": "So, yeah?", "turn_id": 23, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Student asks whether they should remake it, focusing on how to update the shared written work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1019", "text": "I think I did it. Should I remake it?", "turn_id": 24, "word_count": 9}, {"action": {"confidence": 0.98, "explanation": "Brief 'Yeah' accepts the prior suggestion about remaking the work.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1017", "text": "Yeah", "turn_id": 25, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Student asks another person to make one, managing who will do the next workspace task.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1019", "text": "Can someone else make this one?", "turn_id": 26, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Student volunteers 'Yeah, I can do it,' taking up the shared workspace role.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1017", "text": "Yeah, I can do it", "turn_id": 27, "word_count": 5}, {"action": {"confidence": 0.62, "explanation": "'Let me just see, now we do' initiates the next procedural step in solving.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1009", "text": "Let me just see, now we do", "turn_id": 28, "word_count": 7}, {"action": {"confidence": 0.99, "explanation": "Student instructs to 'Put a line down the middle,' explicitly repartitioning the figure.", "name": "decomposing_or_repartitioning_the_structure"}, "role": "student", "speaker_id": "student_1017", "text": "Put a line down the middle and then", "turn_id": 29, "word_count": 8}, {"action": {"confidence": 0.8, "explanation": "Student assigns values '3, 3' to the new parts as a tentative result.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1019", "text": "So that is 3, 3,", "turn_id": 30, "word_count": 5}, {"action": {"confidence": 0.8, "explanation": "Student lists and works with '3, 3... 0.75 and 1.5,' carrying out arithmetic on the partitioned pieces.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1009", "text": "3, 3. Let’s see 0.75 and 1.5", "turn_id": 31, "word_count": 7}, {"action": {"confidence": 0.83, "explanation": "'And then 1.5 plus' continues the arithmetic combination of quantities.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1019", "text": "And then 1.5 plus", "turn_id": 32, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Student computes several sums ('2.25, 8.25... 9.75') while working through the values.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1009", "text": "It equals 2.25, 8.25 hmm, 9.75 so 2.25", "turn_id": 33, "word_count": 8}, {"action": {"confidence": 0.97, "explanation": "'0.75 plus 2.5' is another explicit arithmetic step.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1009", "text": "0.75 plus 2.5", "turn_id": 34, "word_count": 3}, {"action": {"confidence": 0.58, "explanation": "'This is also' indicates assigning the same value to another part of the figure, though incomplete.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1019", "text": "This is also", "turn_id": 35, "word_count": 3}, {"action": {"confidence": 0.85, "explanation": "Student maps a piece to a quantitative relation: 'this is six times... 1/4 of 6.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1017", "text": "This is... that is um... this is six times, yeah ¼ of 6", "turn_id": 36, "word_count": 13}, {"action": {"confidence": 0.86, "explanation": "Student offers '1.5' as the value under discussion.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1009", "text": "1.5", "turn_id": 37, "word_count": 1}, {"action": {"confidence": 0.69, "explanation": "Student questions the prior value and notes a possible inconsistency ('Wait that is equal to this minus...'), signaling something may be wrong.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1017", "text": "1.5, 4. Wait that is equal to this minus. Wait but this can be 1.45 cause ¼, ¼ of 6. Yeah so wait but", "turn_id": 38, "word_count": 24}, {"action": {"confidence": 0.74, "explanation": "Student begins a rationale: 'If you think about it there’s one there...' to support an interpretation.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1019", "text": "If you think about it there’s one there and", "turn_id": 39, "word_count": 9}, {"action": {"confidence": 0.72, "explanation": "Student advances another tentative assignment: 'then 2, 1.5 cause this is for sure 1.5.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1017", "text": "So then 2, 1.5 cause this is for sure 1.5. Yeah", "turn_id": 40, "word_count": 11}, {"action": {"confidence": 0.94, "explanation": "Student concludes 'this has to be 3,' offering a candidate value.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1019", "text": "Yeah, so this has to be 3", "turn_id": 41, "word_count": 7}, {"action": {"confidence": 0.7, "explanation": "'I could be wrong' is a brief affective hedge about confidence rather than a new mathematical move.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1017", "text": "I could be wrong", "turn_id": 42, "word_count": 4}, {"action": {"confidence": 0.92, "explanation": "Student assigns values to pieces: each piece is 3 and each triangle is 2.25.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1009", "text": "Each piece would be 3, so each triangle would be 2.25", "turn_id": 43, "word_count": 11}, {"action": {"confidence": 0.88, "explanation": "'This?' asks which represented part the previous statement refers to.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1017", "text": "This?", "turn_id": 44, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "Student restates the value assignment: 'Each triangle would be 2.25.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1009", "text": "Each triangle would be 2.25", "turn_id": 45, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Student explains their finding by relating each triangle to '3 of the smaller triangles.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1009", "text": "We found out that the triangles were—each triangle would equal 3 of the smaller triangles.", "turn_id": 46, "word_count": 15}, {"action": {"confidence": 0.95, "explanation": "Teacher's 'This one was the easiest one' is an evaluative comment, not substantive reasoning.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_005", "text": "This one was the easiest one", "turn_id": 47, "word_count": 6}, {"action": {"confidence": 0.99, "explanation": "Laughter ('Haha') is affective reaction rather than mathematical work.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1009", "text": "Haha", "turn_id": 48, "word_count": 1}, {"action": {"confidence": 0.86, "explanation": "Student explains why it felt hard by describing a mistaken structural interpretation of the trapezoid.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1017", "text": "This one is the hardest cause I didn’t see the trapezoid for a while. I kept on thinking it was the triangle minus the smallest one", "turn_id": 49, "word_count": 26}, {"action": {"confidence": 0.97, "explanation": "Teacher's 'Awesome' briefly acknowledges the group's contribution.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Awesome", "turn_id": 50, "word_count": 1}], "word_count": 361}
{"day": 1, "grade_band": "7-8", "session_id": "conv_021", "speaker_count": 4, "speakers": [{"role": "student", "speaker_id": "student_1004"}, {"role": "student", "speaker_id": "student_1008"}, {"role": "student", "speaker_id": "student_1039"}, {"role": "teacher", "speaker_id": "teacher_005"}], "task_id": "bakers_cake", "task_name": "Baker's Cake", "turn_count": 32, "turns": [{"action": {"confidence": 0.94, "explanation": "Teacher frames the next whole-class activity: sharing prior results and introducing that future cake cuts will get more complex.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Anybody want to share out what their boot—because these cakes are going to get a lot more fancy in terms of the types of pieces. So right now, when we have four equal pieces, could you raise your hand and tell me what your group said in terms of how much each would be worth? Tell me your name and—", "turn_id": 1, "word_count": 60}, {"action": {"confidence": 0.95, "explanation": "Student reports the group's method to the teacher: they divided $12 into fourths.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_1008", "text": "My name is student_1008 and we, um, like divided, um, $12 into fourths.", "turn_id": 2, "word_count": 13}, {"action": {"confidence": 0.82, "explanation": "Teacher asks the student to state the value of each piece more explicitly.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_005", "text": "So how much is each piece?", "turn_id": 3, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Student gives the specific value '$3' as the answer for each piece.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1008", "text": "$3", "turn_id": 4, "word_count": 1}, {"action": {"confidence": 0.88, "explanation": "Teacher directs students to draw the new cake on their boards and proceed with the new cut structure.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_005", "text": "$3. Does everybody agree each piece is going to be $3? Yeah, awesome. All right, so let's say to this guy, we want a fancier cake this time, and so we want you to draw the cake down. So I'm going to get a little bit more intricate each time and figure out $12 for the cake, but we're going to cut it this way this time. So go ahead, draw this up on your board, and basically, how fast is?", "turn_id": 5, "word_count": 81}, {"action": {"confidence": 0.8, "explanation": "Student suggests a method: since a part equals two slices, they can add values.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1039", "text": "Also can just do because that equals two slices, we can just add.", "turn_id": 6, "word_count": 13}, {"action": {"confidence": 0.63, "explanation": "Student redirects attention to a specific part of the shared drawing: 'I meant this one.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1004", "text": "I meant this one.", "turn_id": 7, "word_count": 4}, {"action": {"confidence": 0.83, "explanation": "Student assigns dollar values to represented parts: 'these two are $2, these two are $3.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1039", "text": "No, these two are $2, these two are $3.", "turn_id": 8, "word_count": 9}, {"action": {"confidence": 0.56, "explanation": "Student says 'Same thing but—', indicating the same reasoning applies to another part, though incompletely stated.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1039", "text": "Same thing but—", "turn_id": 9, "word_count": 3}, {"action": {"confidence": 0.92, "explanation": "Student offers '$6' as a tentative value/result.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1004", "text": "$6", "turn_id": 10, "word_count": 1}, {"action": {"confidence": 0.88, "explanation": "Student maps sizes in the drawing to values, saying the bigger one is $9 and another is smaller.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1039", "text": "The bigger one is $9, the smaller one is—", "turn_id": 11, "word_count": 9}, {"action": {"confidence": 0.71, "explanation": "Student restates and takes up the prior contribution: 'So the bigger one is $9.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1008", "text": "So the bigger one is $9", "turn_id": 12, "word_count": 6}, {"action": {"confidence": 0.9, "explanation": "Student briefly confirms the prior value assignment: 'That's $9.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1039", "text": "That's $9", "turn_id": 13, "word_count": 2}, {"action": {"confidence": 0.78, "explanation": "Student proposes '4.5' for the other side's value.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1039", "text": "4.5 and the other side is—", "turn_id": 14, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "Student comments on the drawing size rather than the math: 'It looks a little big.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1004", "text": "It looks a little big, so I drew it a little big", "turn_id": 15, "word_count": 12}, {"action": {"confidence": 0.63, "explanation": "Student states numerical candidates '4.5/9' while working out values.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1039", "text": "4.5/9", "turn_id": 16, "word_count": 1}, {"action": {"confidence": 0.69, "explanation": "Student begins to justify with 'because a triangle—', signaling a rationale tied to shape structure.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1039", "text": "Oh yeah, so 'cause a triangle—", "turn_id": 17, "word_count": 6}, {"action": {"confidence": 0.91, "explanation": "Student remarks on how large the peer drew it, which is social/commentary rather than mathematical progress.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1004", "text": "You drew it so big", "turn_id": 18, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Student interprets parts of the cake as fractions and assigns corresponding money values: 1/8, $1.50, $4.50, $6.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1039", "text": "Oh yeah I did, so because—the small ones can be ⅛ because divided this into the square. So $1 and 50 cents. Smallest is $1.50. $4.50 and then the biggest one is—biggest one is $6", "turn_id": 19, "word_count": 35}, {"action": {"confidence": 0.73, "explanation": "Student offers a numerical combination '$6 + $4' as a possible total/decomposition.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1004", "text": "$6 + $4", "turn_id": 20, "word_count": 3}, {"action": {"confidence": 0.52, "explanation": "Student says 'Half of 6 is 12,' which appears to point out or reveal a mistaken relation in the ongoing valuation.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1039", "text": "Half of 6 is 12", "turn_id": 21, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Student suggests adding a dotted line to split the figure into fourths, strategically repartitioning the shape.", "name": "decomposing_or_repartitioning_the_structure"}, "role": "student", "speaker_id": "student_1008", "text": "We can use a dotted line and make it into fourths", "turn_id": 22, "word_count": 11}, {"action": {"confidence": 0.94, "explanation": "Student proposes a tentative answer/value: 'I think it’s going to be eight.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1039", "text": "I think it’s like this, so I think it’s going to be eight", "turn_id": 23, "word_count": 13}, {"action": {"confidence": 0.57, "explanation": "Student identifies which specific piece/figure they are referring to: 'Oh so it’s this one.'", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1039", "text": "Oh so it’s this one", "turn_id": 24, "word_count": 5}, {"action": {"confidence": 0.87, "explanation": "Student checks the intended drawing/action with a peer: 'Ok, like this?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1008", "text": "Ok, like this?", "turn_id": 25, "word_count": 3}, {"action": {"confidence": 0.68, "explanation": "Student points out a misunderstanding about the other student's action: 'I thought you were like dividing.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1039", "text": "I thought you were like dividing", "turn_id": 26, "word_count": 6}, {"action": {"confidence": 0.89, "explanation": "Student explains their method: dividing into fourths and interpreting two pieces as halves.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1008", "text": "We’re just dividing it into fourths and just seeing and these two are like two halves", "turn_id": 27, "word_count": 16}, {"action": {"confidence": 0.95, "explanation": "Student assigns fractional sizes and corresponding dollar amounts to multiple pieces: 1/12th, $3, $0.75, $2.25, $1.50.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1039", "text": "So the smallest one is 1/12th, these two are $3, this one would be 7.5, oh 7.5 times basically. Oh this one would also be $0.75. $2.25, that one is just $1.50", "turn_id": 28, "word_count": 32}, {"action": {"confidence": 0.93, "explanation": "Student continues assigning specific values to pieces in the representation: 7.5, 0.75, $6, $2, $2.25.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1039", "text": "7.5, 0.75 and then this one would equal $6 and then $2 and then $2.25", "turn_id": 29, "word_count": 15}, {"action": {"confidence": 0.64, "explanation": "After some value talk, the turn ends with an evaluative remark: 'This is actually really easy stuff.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1039", "text": "Oh, this is just—circle is 1.5 and 3.5. This is actually really easy stuff", "turn_id": 30, "word_count": 14}, {"action": {"confidence": 0.95, "explanation": "Student performs arithmetic operations and computes values, including '12 - 2 + 10 / 4 = 2.5.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "That’s just going to equal $0.50. This would equal $0.50, this would equal $0.50. That's two. 12 - 2 + 10 / 4 = 2.5", "turn_id": 31, "word_count": 25}, {"action": {"confidence": 0.91, "explanation": "Student asks whether the written numeral is a 5 or an 8, checking the meaning/reading of the recorded number '2.8.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1004", "text": "Is that a five or eight? That looks like 2.8", "turn_id": 32, "word_count": 10}], "word_count": 431}
{"day": 1, "grade_band": "7-8", "session_id": "conv_022", "speaker_count": 7, "speakers": [{"role": "student", "speaker_id": "student_001"}, {"role": "student", "speaker_id": "student_023"}, {"role": "student", "speaker_id": "student_1010"}, {"role": "student", "speaker_id": "student_1012"}, {"role": "student", "speaker_id": "student_1020"}, {"role": "teacher", "speaker_id": "teacher_002"}, {"role": "teacher", "speaker_id": "teacher_003"}], "task_id": "bakers_cake", "task_name": "Baker's Cake", "turn_count": 21, "turns": [{"action": {"confidence": 0.95, "explanation": "Teacher directs students to return to boards and work with the same groups, framing the next activity setup rather than discussing math content.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_002", "text": "15 Alrighty, once your stack is tidied up, go back to the same board, you will be working With the same groups.", "turn_id": 1, "word_count": 22}, {"action": {"confidence": 0.89, "explanation": "Teacher introduces the bakery task, states the whole cake is $12, and describes cake number one, establishing key givens of the problem.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_002", "text": "19 All right, so our next problem involves a bakery. This bakery makes cakes every day and make cakes, and they like to sell the cake for $12 and they didn't sell this whole case. Some days, divide this cake differently, and they cut it like, this, but like that. So that's cake number one. Alright, if the whole cake is $12 let's have a number one.", "turn_id": 2, "word_count": 67}, {"action": {"confidence": 0.87, "explanation": "Teacher asks students to make the cake representation on their board and notes assumptions about equal side lengths, focusing on building the visual model.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_003", "text": "33 So some things, you can make an assumption about the peak is square, so all the sides are going to be the same length, okay? And this person is going to make those pieces have equal side lengths. We can make that better. Okay, alright, friends. So if this whole cake costs $12 on your board right now, can you make the representation? Don't do two things. We're going to do a couple of them. How much is each piece? So go ahead, work together.", "turn_id": 3, "word_count": 86}, {"action": {"confidence": 0.81, "explanation": "Teacher comments on expectations for showing work versus just writing answers, framing norms for the activity rather than advancing specific mathematics.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_002", "text": "18 success of our bakery will depend on the other advantage of us being on the board, and we can look and see what other people are doing. And it appears to me that some people do just have the answer, and then it appeared to the other people. Maybe they showed them there behind the answer. And then other people, well, they had written an entire report to get into the open management report. It's just sometimes necessary.", "turn_id": 4, "word_count": 79}, {"action": {"confidence": 0.76, "explanation": "Teacher invites groups to share out how much each piece is worth, setting up public reporting of group thinking to the class.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "teacher", "speaker_id": "teacher_003", "text": "58 I feel so many different ways. Of if you want to share out what their predictive use case are going to get a lot more fancy in terms of the types of pieces. So right now we have four equal pieces. Let me raise your hand and talk to what your group said in terms of how much piece would be worth. Tell me your name and Okay, so", "turn_id": 5, "word_count": 70}, {"action": {"confidence": 0.83, "explanation": "Teacher confirms each of four equal pieces is $3 and then launches the next cake, explicitly assigning value to pieces in the representation.", "name": "mapping_representation_to_values"}, "role": "teacher", "speaker_id": "teacher_003", "text": "22 how much is each case? $3 $3 Does everybody agree each piece is going to be $3 Awesome. Alright, so let's say to this guy, we got a pantier cake this time, and so we want you to draw the cake counts. We're going to get a little bit more intricate each time and to drop $12 for the cake this way. So go ahead draw this up on your board and talk it through with your group.", "turn_id": 6, "word_count": 79}, {"action": {"confidence": 0.78, "explanation": "Teacher gives directions about what to show on boards and whether students need to share work, managing workspace actions.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_002", "text": "02 Just do this? Do have to share the work you need to, but just your pictures, do I see some Bracken,", "turn_id": 7, "word_count": 22}, {"action": {"confidence": 0.97, "explanation": "Teacher asks students to switch who has the marker so everyone can contribute, directly managing participation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_003", "text": "39 and he wants to make his cake even fancier for this next one. So let's take a moment. If you have had the marker for the first two cakes, can we switch to a new friend so that everybody has an idea to share how much of each piece for this cake? Number two, who wants to raise your", "turn_id": 8, "word_count": 60}, {"action": {"confidence": 0.73, "explanation": "Student suggests numerical values for shapes, concluding the halved nine would be 4.5, which is a tentative answer for piece values.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1020", "text": "44 If the last square is four, and then the last shape is nine, so it's just halving the nine. So which would be 4.5", "turn_id": 9, "word_count": 25}, {"action": {"confidence": 0.9, "explanation": "Teacher asks whether anyone went back to their earlier key of a fourth and used that, explicitly invoking a prior case to reason about the new one.", "name": "reusing_a_previous_case_or_pattern"}, "role": "teacher", "speaker_id": "teacher_003", "text": "40 Did anybody go back to thinking about your key as a fourth and go from there? I saw that in a bunch of different ways,", "turn_id": 10, "word_count": 26}, {"action": {"confidence": 0.94, "explanation": "Teacher asks what the 0.5 referred to and whether it answered a different question, focusing on interpreting the meaning of that intermediate number.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_002", "text": "47 plus, we ran into something that often happens when you switch how you're thinking about things. When we're thinking about the money, we're kind of thinking this way. When we're thinking fractions, we're thinking this way. What happened? Can you identify at all? How did that get us kind of messed up for just a minute? So the little piece they had as point five. Was that just a crazy answer, or did that answer actually make sense? Could answer a different question if they put point five on that bottom triangle, was that the correct answer to a different question? Where did they just point five.", "turn_id": 11, "word_count": 108}, {"action": {"confidence": 0.86, "explanation": "Teacher explains that 0.5 was half of the square, then emphasizes that the half should add to $6 and students checked whether that made sense, centering on fit to constraints.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_002", "text": "53 Then they just like, is it half of anything? It's half of the whole square. So was their thinking on target, but they didn't convert it yet to their money. And sometimes that happens when we're working our thinking is going one way, and then we have to change kind of our our accounting system, if you will. So the other thing that was good, though, is they were able to realize, well, that half should add up to $6 and it didn't. So they were able to go back. How many times have your teacher said, check, your reason? You know, check, does your reason make sense? Now the poor Baker is only selling this for $5 so let's go back. Why? Why did that happen when we found the point five? So sometimes we learn the most when we make mistakes, and we're never afraid to make mistakes. Just go in here and start working. Alright? I want to do one of these.", "turn_id": 12, "word_count": 166}, {"action": {"confidence": 0.67, "explanation": "Student says 'this gets split,' indicating a way of breaking the figure into parts to reason about it.", "name": "decomposing_or_repartitioning_the_structure"}, "role": "student", "speaker_id": "student_1012", "text": "31 this gets split.", "turn_id": 13, "word_count": 4}, {"action": {"confidence": 0.82, "explanation": "Student suggests imagining the figure as a square and describes halves of squares, proposing a structural way to understand the cake pieces.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_1010", "text": "52 imagine it as a square? Look like they would make one then that should this is the one no, like, this is like, half of all squares. Because, if you, like, took good two halves and, like, put it as", "turn_id": 14, "word_count": 41}, {"action": {"confidence": 0.8, "explanation": "Student works through values: if the whole equals three, then half is 1.5 and another part is three, performing the arithmetic from the proposed structure.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1010", "text": "28 If these two, like made 5, like then would they make that, I think we’re trying… That’s what im trying to think person_anon Wait so if that's true, then this whole thing equals three. This is just half of three and then this would be 1.5 and this is three.", "turn_id": 15, "word_count": 51}, {"action": {"confidence": 0.84, "explanation": "Teacher asks how a dotted line would convince her that each piece is $1.50, explicitly requesting justification of the reasoning.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_003", "text": "00 I saw some groups put a dotted line from here to here. How can that convince the teacher that each of these pieces would be 1.50", "turn_id": 16, "word_count": 27}, {"action": {"confidence": 0.86, "explanation": "Student explains that adding a line makes regions into equivalent fourths and that two triangles equal another piece, giving rationale for the value assignment, even though the explanation trails off.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1020", "text": "08 So, if you would split that up, it would be like we put the line over the whole thing. So it would be two fourths. So this would be two fourths. And so these two triangles would equal this. And so if you have, if you add them together, that would be three. Okay actually I have no idea how to do that. teacher_003 No that’s great student_001 The square is like half of like exactly in the middle of the bigger square.", "turn_id": 17, "word_count": 84}, {"action": {"confidence": 0.93, "explanation": "Student says 'when we did this one' and argues the new case is basically the same as the earlier 0.75 split, directly leveraging a previous case.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_023", "text": "38:20 okay, let's just pretend it goes like this. So, like, basically, this is like a quarter of like, this little part is a quarter of like this, it's just, it's like, when we did this one, it says we split it into a point seven five. It's like, the same thing, basically, but there's an student_023 basically you just have To do 0.75, for each, like, little triangle. Yeah.", "turn_id": 18, "word_count": 70}, {"action": {"confidence": 0.92, "explanation": "Student asks 'what’s half of 0.75?', requesting help with the next step.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_001", "text": "Yeah okay so what’s half of 0.75?", "turn_id": 19, "word_count": 7}, {"action": {"confidence": 0.69, "explanation": "Student laughs and says 'I don’t know,' functioning mainly as an affective reaction rather than substantive mathematical progress.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_023", "text": "haha I don’t know", "turn_id": 20, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Student again says the situation is like the earlier one with 0.75 but with an extra line, reapplying a prior pattern to the current case.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_023", "text": "it's just, it's like, when we did this one, it says we split it into a point seven five. It's like, the same thing, basically, but there's an extra line here.", "turn_id": 21, "word_count": 31}], "word_count": 1129}
{"day": 1, "grade_band": "7-8", "session_id": "conv_023", "speaker_count": 5, "speakers": [{"role": "student", "speaker_id": "student_1004"}, {"role": "student", "speaker_id": "student_1008"}, {"role": "student", "speaker_id": "student_1042"}, {"role": "teacher", "speaker_id": "teacher_005"}, {"role": "teacher", "speaker_id": "teacher_008"}], "task_id": "ice_cream", "task_name": "Ice Cream", "turn_count": 52, "turns": [{"action": {"confidence": 0.97, "explanation": "Asks about the marker's location, managing access to the shared writing tool/workspace rather than math content.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1042", "text": "where’d the marker go?", "turn_id": 1, "word_count": 4}, {"action": {"confidence": 0.71, "explanation": "States possession of the marker and then names a task quantity: 'there’s 300' and that many people like vanilla, foregrounding givens to track.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1008", "text": "I have it, so there’s 300. A lot of people like vanilla", "turn_id": 2, "word_count": 12}, {"action": {"confidence": 0.88, "explanation": "Adds another problem fact: '15 people like chocolate,' contributing a relevant quantity.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1042", "text": "15 people like chocolate", "turn_id": 3, "word_count": 4}, {"action": {"confidence": 0.72, "explanation": "Interprets a graph amount as a percent-value relation: '25 is 15%.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1004", "text": "Oh yeah, 25 is 15%", "turn_id": 4, "word_count": 5}, {"action": {"confidence": 0.69, "explanation": "Begins an addition step with '35 +', an incomplete but computational move in progress.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1042", "text": "35 +", "turn_id": 5, "word_count": 2}, {"action": {"confidence": 0.91, "explanation": "States a category percentage: '15% like chocolate chip,' adding a key given/constraint.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1008", "text": "15% like chocolate chip", "turn_id": 6, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Asks 'wait how much is mint,' requesting a missing value from the group.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1004", "text": "wait how much is mint", "turn_id": 7, "word_count": 5}, {"action": {"confidence": 0.87, "explanation": "Counts and computes toward a result, ending with 'oh so 9.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1042", "text": "6, 7, 8, 9, 10, 11 and then that would be 51, oh so 9", "turn_id": 8, "word_count": 15}, {"action": {"confidence": 0.98, "explanation": "Teacher asks how they are determining the number of people, requesting explanation of their method.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_008", "text": "How are you guys figuring out the number of people?", "turn_id": 9, "word_count": 10}, {"action": {"confidence": 0.88, "explanation": "Gives a rationale for their method: 'Because on a graph, it’s usually 100.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1004", "text": "Because on a graph, it’s usually 100", "turn_id": 10, "word_count": 7}, {"action": {"confidence": 0.99, "explanation": "Brief 'okay' from teacher shows receipt of the student's explanation.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_008", "text": "okay", "turn_id": 11, "word_count": 1}, {"action": {"confidence": 0.79, "explanation": "Attempts to explain a subtraction-based method from 100 and 40, even though the explanation trails off.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1004", "text": "so then you subtract 100 by 40. So then you get that subtract because you subtract 100.. I forgot", "turn_id": 12, "word_count": 19}, {"action": {"confidence": 0.83, "explanation": "Teacher asks whether the student's reasoning is about percent, checking the meaning of the step they're using.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_008", "text": "are you thinking about the percent?", "turn_id": 13, "word_count": 6}, {"action": {"confidence": 0.99, "explanation": "Simple 'yeah' confirms the teacher's interpretation without adding new content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1004", "text": "yeah", "turn_id": 14, "word_count": 1}, {"action": {"confidence": 0.81, "explanation": "Student explains why certain counts follow from halves/percents and prior knowledge of 60, providing rationale for values.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1042", "text": "cause you know half of 60, 30 people and then strawberry because that is 24% of ¼ and that would be 15 here like strawberry and we already knew 10 times 60 and then that would be 6 people and then i had to do math for the last one", "turn_id": 15, "word_count": 50}, {"action": {"confidence": 0.96, "explanation": "Suggests a method: 'convert percent to decimal or fractions.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1004", "text": "or you could just convert percent to decimal or fractions.", "turn_id": 16, "word_count": 10}, {"action": {"confidence": 0.85, "explanation": "Teacher endorses and explains a preferred method: using fractions because it 'made sense.'", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_008", "text": "yeah with this one, i worked a lot with fractions, it just like made sense", "turn_id": 17, "word_count": 15}, {"action": {"confidence": 0.95, "explanation": "Expresses personal feeling about fractions ('I have trouble... I dont like fractions') rather than advancing the solution.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1042", "text": "I have trouble with fractions, i dont like fractions", "turn_id": 18, "word_count": 9}, {"action": {"confidence": 0.92, "explanation": "Teacher's 'fractions are our friends' is affective/encouraging commentary, not substantive math work.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_008", "text": "fractions are our friends", "turn_id": 19, "word_count": 4}, {"action": {"confidence": 0.52, "explanation": "Offers a tentative numerical suggestion: 'just buy like 1, 15,' despite being fragmented.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1008", "text": "So at least like just buy like 1, 15", "turn_id": 20, "word_count": 9}, {"action": {"confidence": 0.99, "explanation": "Brief 'okay' marks receipt/acceptance of the prior turn.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1042", "text": "okay", "turn_id": 21, "word_count": 1}, {"action": {"confidence": 0.82, "explanation": "Says 'ok thats all I know,' mainly signaling completion of their contribution.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1008", "text": "ok thats all I know", "turn_id": 22, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Apologetic/personal preference comment ('sorry, I like graphs') is affective rather than mathematical reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1042", "text": "sorry, I like graphs", "turn_id": 23, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Suggests a tentative answer for mint: 'Maybe like two cups of mint.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1042", "text": "Maybe like two cups of mint, I don’t know", "turn_id": 24, "word_count": 9}, {"action": {"confidence": 0.89, "explanation": "Asks 'what is half of,' requesting help with an intermediate computation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1008", "text": "what is half of", "turn_id": 25, "word_count": 4}, {"action": {"confidence": 0.93, "explanation": "Offers a tentative value: 'straw could be like three.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1004", "text": "straw could be like three", "turn_id": 26, "word_count": 5}, {"action": {"confidence": 0.82, "explanation": "Pushes back on 'three' for strawberry by citing 'strawberry had 15 people,' indicating that value is wrong.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1042", "text": "I put three, strawberry? No strawberry had 15 people", "turn_id": 27, "word_count": 9}, {"action": {"confidence": 0.8, "explanation": "Clarifies and changes the target category: 'no i was looking at chocolate chip,' repairing the prior mistaken reference.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1004", "text": "no i was looking at chocolate chip", "turn_id": 28, "word_count": 7}, {"action": {"confidence": 0.79, "explanation": "Questions whether 'strawberry 7' is consistent with the given information.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1004", "text": "How is strawberry 7?", "turn_id": 29, "word_count": 4}, {"action": {"confidence": 0.84, "explanation": "Backs off the earlier number and proposes a new tentative one: 'Wouldn’t it be like 5.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1042", "text": "because i dont know. Wouldn’t it be like 5", "turn_id": 30, "word_count": 9}, {"action": {"confidence": 0.97, "explanation": "Asks for the value of half of 15 to resolve the dispute.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1008", "text": "wait whats half of 15", "turn_id": 31, "word_count": 5}, {"action": {"confidence": 0.7, "explanation": "Says 'I dont know,' which mainly signals inability to answer the prior question.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1042", "text": "half of 15 would be.. I dont know", "turn_id": 32, "word_count": 8}, {"action": {"confidence": 0.75, "explanation": "Explains why 7 is not exact: it should be half of 15, making the underlying relation explicit.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1004", "text": "so it wouldn’t be 7, it would be half of what 15 is", "turn_id": 33, "word_count": 13}, {"action": {"confidence": 0.71, "explanation": "Another brief 'i dont know' signaling lack of answer rather than advancing reasoning.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1008", "text": "i dont know", "turn_id": 34, "word_count": 3}, {"action": {"confidence": 0.86, "explanation": "Offers 'it would just be seven' as the working answer.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1042", "text": "it would just be seven", "turn_id": 35, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Responds 'well then thats right,' accepting the prior candidate.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1004", "text": "well then thats right", "turn_id": 36, "word_count": 4}, {"action": {"confidence": 0.77, "explanation": "Adds 'as a whole number,' clarifying the interpretation/rounding status of the 7.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1042", "text": "as a whole number", "turn_id": 37, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Suggests the method needed for 300 ice creams: 'you have to like multiply.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1008", "text": ": well the one that sells 300 ice creams, u have to like multiply", "turn_id": 38, "word_count": 14}, {"action": {"confidence": 0.64, "explanation": "Says 'it doesn’t have to be,' pushing back against the preceding claim about the required operation.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1004", "text": "it doesn’t have to be", "turn_id": 39, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Performs a sum: '150 plus 20 is 170.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1008", "text": "so 150 plus 20 is 170", "turn_id": 40, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Teacher asks whether they are counting cups or cones, clarifying what quantity the number refers to.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_005", "text": "number of cups or number of cones?", "turn_id": 41, "word_count": 7}, {"action": {"confidence": 0.89, "explanation": "Answers the teacher's quantity-meaning question: 'number of cones.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1008", "text": "number of cones", "turn_id": 42, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Asks whether the answer must be a whole number, checking a task constraint on acceptable results.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1004", "text": "does it have to be a whole number?", "turn_id": 43, "word_count": 8}, {"action": {"confidence": 0.94, "explanation": "Teacher confirms the whole-number constraint by noting they can't buy half tubs.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "well we can’t buy half tubs, no", "turn_id": 44, "word_count": 7}, {"action": {"confidence": 0.91, "explanation": "'no, can i do it' is about taking the next turn/control of the work rather than the math itself.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1008", "text": "no, can i do it", "turn_id": 45, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Also requests to take over: 'can i do it.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1042", "text": "can i do it", "turn_id": 46, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Directs what to write on the shared workspace: '17, put that up there.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1004", "text": "17, put that up there", "turn_id": 47, "word_count": 5}, {"action": {"confidence": 0.82, "explanation": "Executes multiple calculations ('300 divided by 5... 60') while thinking through rounding and quantities.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1042", "text": "okay, so 300 divided by 5, 6, 30. Okay, so we got about 60 well, we need to, like, round up, so, like, maybe 6565 cones. Because, wait, but how many cones are in each?", "turn_id": 48, "word_count": 35}, {"action": {"confidence": 0.78, "explanation": "Corrects the prior interpretation: 'no you can get one cone,' marking the earlier assumption as wrong.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1008", "text": "no you can get one cone", "turn_id": 49, "word_count": 6}, {"action": {"confidence": 0.56, "explanation": "Asks what 'each' contains and what amount they actually need, focusing on what the quantities mean.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1042", "text": "it’s one cone? So you have to buy 300 and like, 25 pounds. Wait, how many? How much do you actually so, an empty remote like, Okay, so now you have to get, like, a little bit over sounds like, yeah.", "turn_id": 50, "word_count": 41}, {"action": {"confidence": 0.9, "explanation": "Questions the computed total and notes 'I think I did the math wrong,' explicitly diagnosing an error.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1008", "text": "How much is this together? 21? 201? Wait, maybe I think I did the math wrong", "turn_id": 51, "word_count": 16}, {"action": {"confidence": 0.9, "explanation": "Counts through numbers to recompute the total, ending with '310,' an active calculation step.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1042", "text": "eight, 9 10, 11 12, 13 14, 15 16, 17 18, 19 21, there you go. 31 I'm in 310, okay. Hold on.", "turn_id": 52, "word_count": 23}], "word_count": 476}
{"day": 1, "grade_band": "7-8", "session_id": "conv_024", "speaker_count": 5, "speakers": [{"role": "student", "speaker_id": "student_1017"}, {"role": "student", "speaker_id": "student_1032"}, {"role": "student", "speaker_id": "student_1041"}, {"role": "teacher", "speaker_id": "teacher_005"}, {"role": "teacher", "speaker_id": "teacher_008"}], "task_id": "ice_cream", "task_name": "Ice Cream", "turn_count": 33, "turns": [{"action": {"confidence": 0.86, "explanation": "States a key task quantity/relationship: '10 cones from each tub,' establishing a given needed for the problem.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1017", "text": "10 cones from each tub", "turn_id": 1, "word_count": 5}, {"action": {"confidence": 0.63, "explanation": "Adds a tentative numerical result, '5 times,' likely suggesting the number of tubs or repeats to use.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1017", "text": "5 times", "turn_id": 2, "word_count": 2}, {"action": {"confidence": 0.72, "explanation": "Offers a specific tentative total/decomposition: '10 cones plus two.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1032", "text": "We can make 10 cones plus two", "turn_id": 3, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "Asks what the '$60' stands for: 'why $60 for ice cream,' focusing on meaning of an intermediate quantity.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1017", "text": "ok but why $60 for ice cream", "turn_id": 4, "word_count": 7}, {"action": {"confidence": 0.92, "explanation": "Restates the target condition: 'we need to make at least $75,' highlighting a required constraint.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1017", "text": "So we need to make at least $75", "turn_id": 5, "word_count": 8}, {"action": {"confidence": 0.94, "explanation": "Again questions the meaning/source of '$60 on ice cream,' seeking interpretation of that number.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1017", "text": "$60 on ice cream?", "turn_id": 6, "word_count": 4}, {"action": {"confidence": 0.62, "explanation": "Attempts to explain how $2.10 per tub and 10 cones per tub connect to needing 300 ice creams and multiplying.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1032", "text": "screen? $2.10 dollars and 10 cones from each two and you need 300 ice cream so You do two times. So", "turn_id": 7, "word_count": 21}, {"action": {"confidence": 0.74, "explanation": "Begins to offer a tentative result: 'i think the profit is ...'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1041", "text": "i think the profit is", "turn_id": 8, "word_count": 5}, {"action": {"confidence": 0.61, "explanation": "Starts with 'oh ok i understand now,' mainly signaling receipt/uptake of the explanation before trailing into a next step.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1017", "text": "oh ok i understand now, so 300 divided by", "turn_id": 9, "word_count": 9}, {"action": {"confidence": 0.71, "explanation": "Questions a decrease in value: 'so why did it go down,' indicating something in the prior work seems wrong.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1032", "text": ": so why did it go down", "turn_id": 10, "word_count": 7}, {"action": {"confidence": 0.91, "explanation": "Provides a rationale for the decrease by explaining subtraction in relation to profit.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1041", "text": "cause you need to subtract the positive from the profit", "turn_id": 11, "word_count": 10}, {"action": {"confidence": 0.88, "explanation": "Teacher asks, 'how did you get these numbers,' prompting students to interpret and account for each quantity.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Talk to me, how did you get these numbers", "turn_id": 12, "word_count": 9}, {"action": {"confidence": 0.83, "explanation": "Begins identifying what '$60' represents: 'the $60 is ice cream,' directly addressing the meaning of the number.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1032", "text": "so, the $60 is ice cream um", "turn_id": 13, "word_count": 7}, {"action": {"confidence": 0.98, "explanation": "Teacher explicitly asks what each part means and especially 'how’d you get $60 on the ice cream?'", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_008", "text": "so tell me each part, i like what you doing. Go back to the cones or the ice cream. Tell me, how’d you get $60 on the ice cream?", "turn_id": 14, "word_count": 29}, {"action": {"confidence": 0.81, "explanation": "Explains the origin of the ice cream cost using tub cost and cones per tub to justify the $60 figure.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1032", "text": "so each tub costs $2 and one and ten cones from each tub would be 300.", "turn_id": 15, "word_count": 16}, {"action": {"confidence": 0.97, "explanation": "Teacher asks where '$15 on cones' came from and how it was figured, focusing on meaning/source of that number.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_008", "text": "okay, that sounds good on ice cream, do we all agree. Okay. alright where are you seeing $15 on cones, and how’d you figure that out", "turn_id": 16, "word_count": 26}, {"action": {"confidence": 0.98, "explanation": "Performs the arithmetic '0.75 times 20 equals 15.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1041", "text": ".75 times 20 equals 15.", "turn_id": 17, "word_count": 5}, {"action": {"confidence": 0.72, "explanation": "Teacher references '75 bucks' and asks if they added the two amounts, probing what the current total represents.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_008", "text": "All right, so he said the cost right now 75 bucks. So what you added those two together? All right, yeah,", "turn_id": 18, "word_count": 21}, {"action": {"confidence": 0.66, "explanation": "Teacher reorients the group to the main question: 'where were we asking? ... we have to get to ...'", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Okay, so where were we asking? Okay, so we have to get to", "turn_id": 19, "word_count": 13}, {"action": {"confidence": 0.96, "explanation": "Writes or states an arithmetic combination: '300 + 20 ='.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1041", "text": "300 + 20 =", "turn_id": 20, "word_count": 4}, {"action": {"confidence": 0.75, "explanation": "Teacher asks what amount they were 'selling before,' clarifying the interpretation of the quantity under discussion.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_008", "text": "and the point was, what, how much we're selling before, okay, all right,", "turn_id": 21, "word_count": 13}, {"action": {"confidence": 0.53, "explanation": "Vaguely suggests a next procedure: 'and then you do this and that,' indicating how to proceed rather than a result.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1032", "text": "and then you do this and that", "turn_id": 22, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "Teacher proposes using the chart to determine how many tubs of each flavor are needed.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_008", "text": "okay, so on the bottom it says. We need to figure out how many we should get in each type of ice cream, though, right? We have to figure that out so we have, we know, $60 an ice cream. That sounds like a great idea. How many mints, how many strawberry how many? Yeah, so I would use that chart and figure out how many tubs.", "turn_id": 23, "word_count": 67}, {"action": {"confidence": 0.92, "explanation": "Asks the group/teacher for the missing quantity: 'so how many tubs are we getting?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1017", "text": "so how many tubs are we getting?", "turn_id": 24, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Notes the feasibility constraint 'you can’t have half a tub,' testing whether the current result is allowable.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1017", "text": "you can’t have half a tub", "turn_id": 25, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "Responds to the half-tub issue by changing the result/procedure: 'just round up.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1032", "text": "just round up", "turn_id": 26, "word_count": 3}, {"action": {"confidence": 0.76, "explanation": "Teacher asks whether someone 'got what they wanted,' evaluating if the proposed amount satisfies the goal.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Did unknown_047 get what they wanted?", "turn_id": 27, "word_count": 6}, {"action": {"confidence": 0.67, "explanation": "Reports a calculation outcome: 'add two to seven.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1041", "text": "We managed to add two to seven.", "turn_id": 28, "word_count": 7}, {"action": {"confidence": 0.93, "explanation": "Puts forward a specific answer: 'it’s 31 cones.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1017", "text": "it’s 31 cones", "turn_id": 29, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Teacher evaluates the answer against constraints: extra is needed, but not too much extra.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Tiny bit extra, yeah, I think we have to have extra, but not too much extra", "turn_id": 30, "word_count": 16}, {"action": {"confidence": 0.72, "explanation": "Suggests a specific revised quantity/cost implication: 'one more tub, that’s $60.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1017", "text": "so one more tub, that’s $60", "turn_id": 31, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Teacher asks 'will we still be okay?', explicitly checking whether the revised plan works under the constraints.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "will we still be okay?", "turn_id": 32, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "Brief 'yeah' accepts the teacher's check without adding further reasoning.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1017", "text": "yeah", "turn_id": 33, "word_count": 1}], "word_count": 362}
{"day": 1, "grade_band": "7-8", "session_id": "conv_025", "speaker_count": 5, "speakers": [{"role": "student", "speaker_id": "student_1014"}, {"role": "student", "speaker_id": "student_1035"}, {"role": "student", "speaker_id": "student_1039"}, {"role": "teacher", "speaker_id": "teacher_005"}, {"role": "teacher", "speaker_id": "teacher_008"}], "task_id": "ice_cream", "task_name": "Ice Cream", "turn_count": 87, "turns": [{"action": {"confidence": 0.97, "explanation": "Student asks how another person knew the value 15, requesting justification of a prior step.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1035", "text": "How do you know its 15", "turn_id": 1, "word_count": 6}, {"action": {"confidence": 0.82, "explanation": "Begins to justify the 15 by referencing '10 cones for...' as the rationale behind the number.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1039", "text": "cause theres 10 cones for", "turn_id": 2, "word_count": 5}, {"action": {"confidence": 0.84, "explanation": "Adds to the prior explanation by clarifying the unit relationship: 'each liter.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1014", "text": "yeah, each liter", "turn_id": 3, "word_count": 3}, {"action": {"confidence": 0.74, "explanation": "States a resulting quantity needed: 'we're gonna need 30,' offering a tentative computed outcome.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1014", "text": "we're gonna need 30 meters nice", "turn_id": 4, "word_count": 6}, {"action": {"confidence": 0.94, "explanation": "Performs a specific percent calculation by asking/evaluating 'what’s 10% of 300? 30?'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "so we would need, what’s 10% of 300? 30?", "turn_id": 5, "word_count": 9}, {"action": {"confidence": 0.99, "explanation": "Brief confirmation 'yeah' accepts the prior computation without adding new content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1014", "text": "yeah", "turn_id": 6, "word_count": 1}, {"action": {"confidence": 0.8, "explanation": "Continues the arithmetic process with 'so that means 3 times,' advancing the calculation.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "so that means 3 times", "turn_id": 7, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Puts forward '$90' as the result under discussion.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1039", "text": "its gonna be $90", "turn_id": 8, "word_count": 4}, {"action": {"confidence": 0.96, "explanation": "Asks what the $90 refers to: 'for the 50 cones?' clarifying the meaning of the result.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1035", "text": "for the 50 cones?", "turn_id": 9, "word_count": 4}, {"action": {"confidence": 0.91, "explanation": "Clarifies that the number was 'for the profit,' specifying what the amount represents.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1039", "text": "oh for the profit", "turn_id": 10, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Asks what label to write ('what should I write?'), focusing on recording work on the shared paper.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1035", "text": "oh, how much we’re gonna make, what should I write? Make?", "turn_id": 11, "word_count": 11}, {"action": {"confidence": 0.86, "explanation": "Supplies the label 'profit,' identifying what the written quantity should represent.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1039", "text": "profit", "turn_id": 12, "word_count": 1}, {"action": {"confidence": 0.85, "explanation": "Records/announces the written entry 'profit 90$,' updating the shared representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1035", "text": "Oh profit 90$", "turn_id": 13, "word_count": 3}, {"action": {"confidence": 0.88, "explanation": "Requests the next quantity to determine: 'for the three tubs, how much are we going to make?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1035", "text": "Oh, yeah. And then for the three tubs, how much are we going to make?", "turn_id": 14, "word_count": 15}, {"action": {"confidence": 0.95, "explanation": "Offers '$24' as the amount for the three tubs.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1039", "text": "24$", "turn_id": 15, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "Repeats '24$' as receipt/uptake of the proposed value.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1035", "text": "24$", "turn_id": 16, "word_count": 1}, {"action": {"confidence": 0.77, "explanation": "Restates a task requirement about selling each cone, pointing to what the problem asks for.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1014", "text": "how much are we going to sell like each cause it says how much are you going to sell the cones for?", "turn_id": 17, "word_count": 22}, {"action": {"confidence": 0.94, "explanation": "Reads/restates the prompt: 'plan to sell each cone for...' to establish the relevant given.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1035", "text": "It says plan to sell each cone for a", "turn_id": 18, "word_count": 9}, {"action": {"confidence": 0.99, "explanation": "Brief 'oh okay' marks understanding of the clarified task text.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1014", "text": "oh okay", "turn_id": 19, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Asks again what to put 'for profit,' seeking the meaning/label of that entry.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1035", "text": "what do i put for profit again?", "turn_id": 20, "word_count": 7}, {"action": {"confidence": 0.9, "explanation": "Directs the group to move on: 'let’s do strawberry next.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1039", "text": "let’s do strawberry next", "turn_id": 21, "word_count": 4}, {"action": {"confidence": 0.83, "explanation": "Short 'strawberry?' checks the proposed next flavor/task focus.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1035", "text": "strawberry?", "turn_id": 22, "word_count": 1}, {"action": {"confidence": 0.99, "explanation": "Brief confirmation 'yeah' accepts the move to strawberry.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1039", "text": "yeah", "turn_id": 23, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "States 'I dont think this is correct,' explicitly flagging a likely mistake in their work.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1035", "text": "I think I might be a big dumb, to be honest, I dont think this is correct", "turn_id": 24, "word_count": 17}, {"action": {"confidence": 0.8, "explanation": "Simple 'yeah' shows agreement with the concern about correctness.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1039", "text": "yeah", "turn_id": 25, "word_count": 1}, {"action": {"confidence": 0.83, "explanation": "Offers '75?' as a tentative numeric value for the current step.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1014", "text": "75?", "turn_id": 26, "word_count": 1}, {"action": {"confidence": 0.76, "explanation": "Counters with '5' as an alternative candidate value.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1039", "text": "5", "turn_id": 27, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "States the subtraction operation '75 minus 5' to execute the calculation.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "75 minus 5", "turn_id": 28, "word_count": 3}, {"action": {"confidence": 0.86, "explanation": "After noticing confusion, revises to '$60 for strawberry' and moves to the next flavor.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1035", "text": "yeah, i forgot how to do multiplication. Yeah i forgot how to do this, i forgot a lot of things. Im sorry. So that would be $60. $60 for strawberry and then last one is chocolate chip.", "turn_id": 29, "word_count": 37}, {"action": {"confidence": 0.83, "explanation": "Explains that they need to subtract costs from money made, giving rationale for the process.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1039", "text": "you have to subtract how much money you make, uh", "turn_id": 30, "word_count": 10}, {"action": {"confidence": 0.89, "explanation": "Suggests a plan: compute profits made and subtract that from total cost.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1035", "text": "i’ll do that. Well for then we put how much? So can we just put profits, how much we make, and then subtract that from the total cost.", "turn_id": 31, "word_count": 28}, {"action": {"confidence": 0.97, "explanation": "Teacher asks whether the quantity shown is profit or 'how much you collect,' probing what it represents.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Well, do you know what your profit is? Is this how much you collect?", "turn_id": 32, "word_count": 14}, {"action": {"confidence": 0.88, "explanation": "Student answers by interpreting the quantity as amount sold/collected, clarifying meaning.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1035", "text": "Yeah, this is how many profit. This is how much we like sell them", "turn_id": 33, "word_count": 14}, {"action": {"confidence": 0.96, "explanation": "Teacher renames that quantity as 'earnings,' explicitly identifying its meaning.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_005", "text": "alright, so that’s called earnings.", "turn_id": 34, "word_count": 5}, {"action": {"confidence": 0.88, "explanation": "Student proposes the next method step: 'then we’ll have to subtract.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1014", "text": "yeah then we’ll have to subtract", "turn_id": 35, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Teacher explains why to subtract cost from earnings to get profit.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_005", "text": "then you’ll have to take away the cost, so that’s how much you’ll hope to take in and then we’ll have to take away our cost", "turn_id": 36, "word_count": 26}, {"action": {"confidence": 0.92, "explanation": "States '$420' as a computed amount under consideration.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1039", "text": "so that’s $420", "turn_id": 37, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Asks whether the $420 is 'for chocolate chip,' clarifying which category it belongs to.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1035", "text": "for chocolate chip?", "turn_id": 38, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Clarifies 'no for vanilla' and that it is the money made.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1039", "text": "no for vanilla. That’s how much money we made", "turn_id": 39, "word_count": 9}, {"action": {"confidence": 0.98, "explanation": "Asks if that means 'earnings,' checking the semantic label of the number.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1035", "text": "for earnings?", "turn_id": 40, "word_count": 2}, {"action": {"confidence": 0.99, "explanation": "Brief 'yes' confirms the interpretation of the amount as earnings.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1039", "text": "yes", "turn_id": 41, "word_count": 1}, {"action": {"confidence": 0.79, "explanation": "Teacher links the quantity of 150 ice creams to a unit price of 80 cents, assigning value to the situation.", "name": "mapping_representation_to_values"}, "role": "teacher", "speaker_id": "teacher_005", "text": "So 150 ice cream comes at 80 cents", "turn_id": 42, "word_count": 8}, {"action": {"confidence": 0.79, "explanation": "Student explains their process by saying they subtracted the tubs.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1039", "text": "yeah, cause we subtracted the tubs", "turn_id": 43, "word_count": 6}, {"action": {"confidence": 0.82, "explanation": "Teacher checks whether their current number already accounts for subtracting cost.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "oh so you did, did you subtract the cost", "turn_id": 44, "word_count": 9}, {"action": {"confidence": 0.76, "explanation": "Student responds by shifting approach: 'So why don’t we subtract the cost.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1039", "text": "So why don’t we subtract the cost", "turn_id": 45, "word_count": 7}, {"action": {"confidence": 0.8, "explanation": "Offers '120?' as a tentative number to write.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1035", "text": "so i just put 120?", "turn_id": 46, "word_count": 5}, {"action": {"confidence": 0.57, "explanation": "Says 'estimate,' likely directing what should be recorded/labeled on the paper.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1039", "text": "estimate", "turn_id": 47, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher clarifies that the number is anticipated money taken in, i.e., its meaning.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_005", "text": "that’s the money we have anticipate taking in", "turn_id": 48, "word_count": 8}, {"action": {"confidence": 0.84, "explanation": "Directs/announces a written label and value: 'earnings, lets put 24.'", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1039", "text": "earnings, lets put 24", "turn_id": 49, "word_count": 4}, {"action": {"confidence": 0.72, "explanation": "Asks 'for this,' checking which item the 24 applies to.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1035", "text": "for this", "turn_id": 50, "word_count": 2}, {"action": {"confidence": 0.9, "explanation": "Confirms 'for that one, yeah,' accepting the mapping of the entry.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1039", "text": "for that one, yeah", "turn_id": 51, "word_count": 4}, {"action": {"confidence": 0.91, "explanation": "Teacher reminds them of another required cost component: 'don’t forget the cones.'", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "and then don’t forget the cones", "turn_id": 52, "word_count": 6}, {"action": {"confidence": 0.92, "explanation": "Asks whether 'this strawberry earnings' is correct, explicitly checking correctness of a result.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1035", "text": "is this strawberry earnings correct?", "turn_id": 53, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Simple 'yeah' confirms the strawberry earnings result.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1039", "text": "yeah", "turn_id": 54, "word_count": 1}, {"action": {"confidence": 0.81, "explanation": "Elongated 'strawberryyyy' is affective/playful rather than substantive mathematical work.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1035", "text": "strawberryyyy", "turn_id": 55, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "States '.5 times,' initiating a multiplication step.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": ".5 times", "turn_id": 56, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "Teacher asks whether the tub counts came out 'nicely' with 30 liters, checking fit to whole-number and total constraints.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Okay, gotcha. Okay. Did each tub of ice cream come out nicely of the 30 liters that were buying? Like, did it come out nicely? Like, we're definitely gonna buy this many vanilla, this many chocolate.", "turn_id": 57, "word_count": 36}, {"action": {"confidence": 0.92, "explanation": "Student infers 'one of these are wrong then,' explicitly diagnosing an inconsistency.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1035", "text": "This should be, isn’t this one of these are wrong then?", "turn_id": 58, "word_count": 11}, {"action": {"confidence": 0.97, "explanation": "Teacher points out 7.5 and 4.5 tubs and notes you can't buy a half, evaluating against real-world constraints.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Well, I think it's here, right? So it's, is that 7.5 and 4.5 so you can't buy a half, so you gotta make a choice, right?", "turn_id": 59, "word_count": 26}, {"action": {"confidence": 0.91, "explanation": "Student computes and combines values ('13, 16, 16 plus 15') to total 31.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "This is 45 and seven. Oh, 45 but this would be 13. This would be, um, this would be 31 because this would be 13, 16, 16 plus 15", "turn_id": 60, "word_count": 29}, {"action": {"confidence": 0.97, "explanation": "Teacher sums the tub counts to 31 and notes they wanted 30, checking the result against the problem constraint.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_008", "text": "We said we wanted 30 of them. So right now, let's add those numbers up. So eight and five is five plus three is 16 plus 15 is 31 so we got to make a choice here, which who's who's getting less. Four? Okay", "turn_id": 61, "word_count": 44}, {"action": {"confidence": 0.76, "explanation": "Begins another multiplication step with '4 times, so'.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "4 times, so", "turn_id": 62, "word_count": 3}, {"action": {"confidence": 0.91, "explanation": "Offers '$72' as the computed result of the prior multiplication.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1039", "text": "72$", "turn_id": 63, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Aggregates earnings amounts (144, 204, 236) toward a total, performing arithmetic execution.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "So I’m gonna gather the earnings. This is 144, this is 204, and this is 236 so the total", "turn_id": 64, "word_count": 19}, {"action": {"confidence": 0.8, "explanation": "Suggests a possible next step: 'we’re gonna have to divide that by two, right'.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1014", "text": "we’re gonna have to divide that by two, right because that’s how much", "turn_id": 65, "word_count": 13}, {"action": {"confidence": 0.89, "explanation": "Computes a cost amount: '$15 on cones.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "so we spent $15 on cones", "turn_id": 66, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Asks what quantity they are dividing by, seeking clarification on the proposed operation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1035", "text": "What are we dividing by? 30,", "turn_id": 67, "word_count": 6}, {"action": {"confidence": 0.78, "explanation": "Continues computing/repairing cost totals: '$60... We spent $15...'.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "$60 No, oh. We spent $15 to buy the cones. We spent uuhhhh", "turn_id": 68, "word_count": 13}, {"action": {"confidence": 0.8, "explanation": "Asks what the '30 tubs' cost is, clarifying the meaning/value needed for the cost calculation.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1035", "text": "how much for the tubs, we had 30 tubs", "turn_id": 69, "word_count": 9}, {"action": {"confidence": 0.94, "explanation": "Calculates and combines costs: '$60 and then thats $75.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "so $60 and then thats $75", "turn_id": 70, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Asks '75 for what?' and then interprets it as '75 total cost,' focusing on what the number means.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1035", "text": "$75 for what? Oh 75 total cost", "turn_id": 71, "word_count": 7}, {"action": {"confidence": 0.41, "explanation": "The phrase 'and then just' functions as a directional prompt for the next step in writing/doing work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1039", "text": "and then just", "turn_id": 72, "word_count": 3}, {"action": {"confidence": 0.43, "explanation": "Fragmented self-talk about 'first questions' does not clearly advance the mathematics and sounds more like side commentary.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1035", "text": "uhhhh six? Total, so work out the quantities. For the first questions", "turn_id": 73, "word_count": 12}, {"action": {"confidence": 0.96, "explanation": "Asks why they did not use 5 tubs for chocolate chip, requesting explanation of the choice.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1014", "text": "wait why didn’t we use 5 tubs for the chocolate chip?", "turn_id": 74, "word_count": 11}, {"action": {"confidence": 0.98, "explanation": "Explains that using 5 tubs would make 31 total instead of 30, justifying the decision.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1035", "text": "because it would be 31 tubs altogether instead of 30", "turn_id": 75, "word_count": 10}, {"action": {"confidence": 0.99, "explanation": "Brief 'oh' shows receipt of the explanation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1014", "text": "oh", "turn_id": 76, "word_count": 1}, {"action": {"confidence": 0.91, "explanation": "Teacher asks why there is 'a little less profit,' prompting students to explain their result.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_005", "text": "i see a little less profit, why?", "turn_id": 77, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "Student explains they reduced one tub because otherwise it would be 31, giving the reason for lower profit.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1035", "text": "we put down one of the tubs because uh because if we added it, it would’ve been 31. We might’ve messed something up", "turn_id": 78, "word_count": 23}, {"action": {"confidence": 0.94, "explanation": "Teacher elaborates the tradeoff: too much vs too little inventory, and interprets their choice as betting on strawberry.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_005", "text": "because then we’ll have more than we need, or we'll have less than so we need to decide which way we want to go. So I think that that can happen. So you went so hopefully people won’t want chocolate chip but this way, you might went up, so you're betting on strawberry", "turn_id": 79, "word_count": 53}, {"action": {"confidence": 0.87, "explanation": "Student agrees with the teacher's characterization: 'yeah we betted on strawberry.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1039", "text": "yeah we betted on strawberry:", "turn_id": 80, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "Simple 'yeah' confirms the prior statement.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1014", "text": "yeah", "turn_id": 81, "word_count": 1}, {"action": {"confidence": 0.76, "explanation": "Teacher reframes their decision as 'thinking more strawberry than chocolate chip,' checking the interpretation of their choice.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_005", "text": "you’re thinking more strawberry than chocolate chip", "turn_id": 82, "word_count": 7}, {"action": {"confidence": 0.98, "explanation": "Student confirms the teacher's interpretation with 'yeah'.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1014", "text": "yeah", "turn_id": 83, "word_count": 1}, {"action": {"confidence": 0.73, "explanation": "Teacher asks for the basis of their choice: 'based on your experiences,' inviting explanation.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_005", "text": "based on your experiences", "turn_id": 84, "word_count": 4}, {"action": {"confidence": 0.86, "explanation": "The hesitant 'eh' is affective/non-substantive rather than mathematical reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1014", "text": "eh", "turn_id": 85, "word_count": 1}, {"action": {"confidence": 0.78, "explanation": "Teacher's comment about customers being 'mad' is playful/social commentary about the scenario, not a math step.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_005", "text": "but if you don’t have chocolate, they’re mad", "turn_id": 86, "word_count": 8}, {"action": {"confidence": 0.81, "explanation": "Student's 'exactly' aligns with the playful scenario comment rather than adding mathematical content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1014", "text": "exactly", "turn_id": 87, "word_count": 1}], "word_count": 752}
{"day": 1, "grade_band": "7-8", "session_id": "conv_026", "speaker_count": 4, "speakers": [{"role": "student", "speaker_id": "student_1007"}, {"role": "student", "speaker_id": "student_1018"}, {"role": "student", "speaker_id": "student_1036"}, {"role": "teacher", "speaker_id": "teacher_008"}], "task_id": "ice_cream", "task_name": "Ice Cream", "turn_count": 16, "turns": [{"action": {"confidence": 0.82, "explanation": "Student offers a tentative result, \"$60 on the ice cream,\" as a computed component/answer without explaining the full method yet.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1036", "text": "$60 on the ice cream", "turn_id": 1, "word_count": 5}, {"action": {"confidence": 0.99, "explanation": "\"okay\" is a brief uptake/acceptance of the prior contribution with no new mathematical content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1007", "text": "okay", "turn_id": 2, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Student states \".75 times 300,\" which is an arithmetic operation to execute the solution.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1018", "text": ".75 times 300", "turn_id": 3, "word_count": 3}, {"action": {"confidence": 0.57, "explanation": "\"you can make 10 cones plus 2\" suggests a structural relation about output per tub/setup rather than computing a final answer.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_1007", "text": "and you can make 10 cones plus 2", "turn_id": 4, "word_count": 8}, {"action": {"confidence": 0.9, "explanation": "Student continues with numerical operations and threshold calculation: \"make at least 75, so .80 times 300.\"", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1018", "text": "so we need to make at least 75, so .80 times 300", "turn_id": 5, "word_count": 12}, {"action": {"confidence": 0.75, "explanation": "The student connects quantities in the problem: \"$2, ten cones from each tub, 300 ice creams,\" explaining why they are multiplying.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1007", "text": "costs me $2, ten cones from each tub and you need 300 ice creams, so u do 2 times", "turn_id": 6, "word_count": 19}, {"action": {"confidence": 0.98, "explanation": "\"I think the profits 340\" is a tentative proposed final answer.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1036", "text": "I think the profits 340", "turn_id": 7, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "\"i’ll do it, i’ll do it\" manages who will write or carry out the shared work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1007", "text": "i’ll do it, i’ll do it", "turn_id": 8, "word_count": 6}, {"action": {"confidence": 0.92, "explanation": "\"30 tubs\" is a suggested numerical result for the number of tubs needed.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1036", "text": "30 tubs", "turn_id": 9, "word_count": 2}, {"action": {"confidence": 0.72, "explanation": "\"why’d it go down\" questions whether the new result is consistent with the earlier work, checking the change in answer.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1007", "text": "why’d it go down", "turn_id": 10, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Student explains the decrease by linking it to subtracting cost from the problem setup.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1036", "text": "because you need to subtract the cost in the problem", "turn_id": 11, "word_count": 10}, {"action": {"confidence": 0.82, "explanation": "Teacher asks, \"how’d you get these numbers?\" requesting interpretation of the numbers/steps used.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Talk to me, how’d you get these numbers?", "turn_id": 12, "word_count": 8}, {"action": {"confidence": 0.79, "explanation": "In response to the teacher, the student summarizes the group's process and quantities used for an outside listener.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_1007", "text": "So, $60 of ice cream, 10 cones a tub, 10 times 2, wait and then", "turn_id": 13, "word_count": 15}, {"action": {"confidence": 0.95, "explanation": "Teacher asks the student to explain \"each part\" and connect it back to colors/ice cream and the \"$60,\" focusing on what parts of the work mean.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_008", "text": "So tell me each part I like what you do go back to the colors or the ice cream. So had to get $60 on the ice cream. Tell me that", "turn_id": 14, "word_count": 31}, {"action": {"confidence": 0.9, "explanation": "Student explains the tub cost, cones per tub, and \"30 times 2\" to the teacher as a summary of their method.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_1007", "text": "So each tub costs $2 and ten cones from each tub, 300, so we’ll do amd then we’ll do 30 times 2", "turn_id": 15, "word_count": 22}, {"action": {"confidence": 0.76, "explanation": "Teacher paraphrases and connects the students' quantities: ice cream cost, the $15, total cost of $75, and adding parts together, making the reasoning explicit.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Oh, okay, so that sounds good on ice cream, we all agree, all right, where you see $15. So he said the cost right now, 75 bucks. So what you do? You added those two together. Okay, yeah, all right, so", "turn_id": 16, "word_count": 41}], "word_count": 192}
{"day": 1, "grade_band": "7-8", "session_id": "conv_027", "speaker_count": 5, "speakers": [{"role": "student", "speaker_id": "student_1018"}, {"role": "student", "speaker_id": "student_1035"}, {"role": "student", "speaker_id": "student_1049"}, {"role": "teacher", "speaker_id": "teacher_005"}, {"role": "teacher", "speaker_id": "teacher_008"}], "task_id": "znorlian", "task_name": "Znorlian", "turn_count": 70, "turns": [{"action": {"confidence": 0.98, "explanation": "Teacher frames the board-work routine, group roles, listening for clues, and norms for the upcoming activity rather than solving the math itself.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Not be at our tables on pieces of paper, but you'll also notice around the room we have seven stations, great stations, so working with our room, up at the boards and here are our whiteboard news, so there is one marker for each group. Just one marker. Their groups are going to be random. We'll be selecting them in many different ways, but it'll always be new people, and the first thing you should do is introduce yourself to the person in your group, and then write your names on the boards so in small so that we can see them when We come up. And also to work, you won't get pieces of paper with problems written on it. Turns out, in real life, you seldom get a piece of paper with a problem written on it. You have to listen carefully, gather your clues and your information to come up with some sort of strategy as you listen. You could be jotting down the one person that has the marker the group. Could say, write that down five people. There were $6 per pizza. You could write things down as you hear the problem, which is, what we do in real life. We see things on TV, we read things, we jot it down. Never erase someone else's ideas, right? We're going to making one big, good idea, and we're going to work together. Everybody is going to contribute. Now here is the craziest thing, the person with a marker in their hand, it doesn't have a brain. They are the scarecrow.", "turn_id": 1, "word_count": 265}, {"action": {"confidence": 0.78, "explanation": "Brief Wizard of Oz reference is playful/affective and not mathematically substantive.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Have you ever seen the Wizard of Oz, and they are the Scarecrow brain.", "turn_id": 2, "word_count": 14}, {"action": {"confidence": 0.97, "explanation": "Teacher continues explaining the 'scarecrow' writer role and how groups should function during the activity.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_005", "text": "So they cannot come up with anything to write down unless their teammates tell them. So what happens if you know it's not going the way you like, then a mistake has been made, or we have had a miscalculation of some kind. You can tap out as a marker holder. You can give the marker off to someone else, and your brain comes back.", "turn_id": 3, "word_count": 65}, {"action": {"confidence": 0.97, "explanation": "Teacher explains why the writer rule exists and asks if the procedure makes sense, framing participation norms.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_008", "text": "So the reason we do that is because we don't want someone to just be at the board and take over and just write all their wonderful ideas down, and the other people in their group don't get to have input. So you can switch the marker person as often as you want. But remember, if you're the writer, you're not the person giving the ideas. This way, everybody works together. Does that make sense to you? Why we're doing it?", "turn_id": 4, "word_count": 81}, {"action": {"confidence": 0.95, "explanation": "Teacher reiterates the writer/note-taker role for the activity setup.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_005", "text": "You're the note taker, the stenographer. We call you the scarecrow. Yes, you only write what you're told to write.", "turn_id": 5, "word_count": 20}, {"action": {"confidence": 0.93, "explanation": "Teacher sets norms about respectful discussion of mistakes and disagreement within the activity.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_008", "text": "And we just want to be kind and respectful to unknown_047. I make mistakes. person_anon makes mistakes. Everybody makes mistakes. So if we see someone write something down and you disagree, there is a nice way to say, I have a different idea than that. Can we try something different? So I just want to make sure everybody's being kind and respectful of all the input that everybody has to offer. Okay?", "turn_id": 6, "word_count": 72}, {"action": {"confidence": 0.94, "explanation": "Teacher emphasizes asking for explanations, justification, and how the week’s mathematical communication will work.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_005", "text": "And if you don't understand someone's thinking, then be sure that you ask, right? Be sure to say, I'm not quite kidding, what you did there. Could you explain? Because the other piece we do in the real world is we have to justify our ideas. We have to explain our ideas. So we have to be really, really good at communicating what we're thinking. So we're going to practice that this week. Also, you will all have a moving process. MS, person_anon and I will have a personal marker if we come around your board and circle you that. Maybe it's a little something so unique. We want to make sure everybody sees that. It was such a neat idea, but so we'll know blue you purple us. This part requires mathematical reasoning.", "turn_id": 7, "word_count": 134}, {"action": {"confidence": 0.99, "explanation": "Teacher explains how clues, arrows, groups, and stations will work for solving the split-up problem.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_008", "text": "So this problem is split up into pieces, so you're each going to get a clue that will help you figure out the whole problem. So on your clue, there will be an arrow, so you'll either have an up arrow, a down arrow, a left arrow or a right arrow. And what you're going to do to make your group is you're going to find all the directions except left. There will be no left. We're going to put you in groups of three, and then we'll give you an extra clue, just because there's 21 of you. So you're going to find a down arrow, an up arrow and a right arrow. When you find those three directions, I want you to find a station. It doesn't matter which one and you're going to go there with your clues. You need to have all four clues in order to be able to solve to have enough information. Okay, so we're going to pass these out now we're going to mix you up. Once you get to your stations, we'll give you the fourth clue. Does that make sense everybody,", "turn_id": 8, "word_count": 191}, {"action": {"confidence": 0.87, "explanation": "Student computes values from earlier deductions: 'four and four, so an eight... this one equals two... eight equals eight.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1035", "text": "This is a four, sorry, four and a four, so an eight, yeah, this one equals two. These are two, so this is eight. So this is eight equals eight,", "turn_id": 9, "word_count": 30}, {"action": {"confidence": 0.79, "explanation": "Student offers a tentative value for a symbol: 'the upside down triangle like 11?'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1049", "text": "Isn’t the upside down triangle like 11?", "turn_id": 10, "word_count": 7}, {"action": {"confidence": 0.88, "explanation": "Student assigns values to symbols ('this is a 16, this is a eight, this is a two, and this is a one') while also using arithmetic.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1035", "text": "11, eight, four, all right, so we know this is two, this is a two, this is an eight, so that's 10, this is 14. So 16 minus two equals 14, because this is a two plus eight, which is 1010, plus Who knows 14? So something minus two is 14 and 16. Minus two is 14, this is a 16, this is a eight, this is a two, and this is a one.", "turn_id": 11, "word_count": 74}, {"action": {"confidence": 0.74, "explanation": "'So now we need to figure out 21' sets the next mathematical goal/plan.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1018", "text": "So now we need to figure out 21.", "turn_id": 12, "word_count": 8}, {"action": {"confidence": 0.63, "explanation": "Student begins suggesting an approach with 'Can't we do this...' even though the utterance is incomplete.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1035", "text": "Can’t we do this and", "turn_id": 13, "word_count": 5}, {"action": {"confidence": 0.99, "explanation": "Teacher directs use of the shared workspace: no pencils, only the marker at the board.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_005", "text": "On the board, no pencils, no pencils at this table. Go put those at your place. There should be no writing utensils. No writing utensils but the marker.", "turn_id": 14, "word_count": 28}, {"action": {"confidence": 0.83, "explanation": "Student states symbol values ('this equals four... one... two... eight') while discussing writing names and possible next steps.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1035", "text": "We need to put our names. So are you the writer? Then this equals four. This equals one, this equals two. This is an eight color box so we could do 16, four, are we trying to create the blocks? Find something other ways, actually, I don't know about other ways to go.", "turn_id": 15, "word_count": 53}, {"action": {"confidence": 0.94, "explanation": "Student suggests a possible method: 'Maybe you could just subtract,' then evaluates it as longer.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1018", "text": "Maybe you could just subtract, no that would be longer.", "turn_id": 16, "word_count": 10}, {"action": {"confidence": 0.85, "explanation": "Student asks whether the task is to use the shortest amount of blocks, checking the governing constraint.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1035", "text": "Are we trying to get the shortest amount of blocks?", "turn_id": 17, "word_count": 10}, {"action": {"confidence": 0.79, "explanation": "Teacher clarifies the task goal: they need to be able to say 21.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "You want to be able to say 21 right?", "turn_id": 18, "word_count": 9}, {"action": {"confidence": 0.9, "explanation": "Student again checks whether 'the shortest amount of blocks' is the criterion.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1035", "text": "In the shortest amount of blocks?", "turn_id": 19, "word_count": 6}, {"action": {"confidence": 0.83, "explanation": "Teacher asks the student to evaluate whether their current work satisfies the goal: 'Do you feel that you’ve done it?'", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Do you feel that you’ve done it?", "turn_id": 20, "word_count": 7}, {"action": {"confidence": 0.61, "explanation": "Student tentatively claims completion: 'I think so.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1035", "text": "I think so.", "turn_id": 21, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Teacher instructs the group what to produce next: numbers 1 through 31 in symbols.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Ok, then I want you to do the numbers one through 31 in the symbols that you think.", "turn_id": 22, "word_count": 18}, {"action": {"confidence": 0.93, "explanation": "Student briefly repeats '1-31' to show receipt of the instruction.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1035", "text": "1-31.", "turn_id": 23, "word_count": 1}, {"action": {"confidence": 0.99, "explanation": "Teacher gives concrete directions for the chart and reminds the writer not to write independently.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_005", "text": "So will you make a chart at the bottom that’s one through 31 and then do every single number? Alright, don’t write until someone tells you what to write.", "turn_id": 24, "word_count": 29}, {"action": {"confidence": 0.9, "explanation": "Student suggests how to lay out the chart ('draw a line through the middle... write one two until you get to 31'), shaping the shared representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1035", "text": "So maybe, like, draw a line through the middle and then just write one two until you get to 31. Actually, I don’t know. What do you think? Are we also trying to write this in the shortest way?", "turn_id": 25, "word_count": 39}, {"action": {"confidence": 0.86, "explanation": "Student's 'Probably?' is a minimal uptake to the prior question about shortest form.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1049", "text": "Probably?", "turn_id": 26, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "Student suggests leaving bigger spaces, modifying the written layout.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1018", "text": "Then maybe I should leave bigger spaces.", "turn_id": 27, "word_count": 7}, {"action": {"confidence": 0.69, "explanation": "Student begins assigning the form/value for 2: 'Two is the...'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1035", "text": "Two is the", "turn_id": 28, "word_count": 3}, {"action": {"confidence": 0.89, "explanation": "Student maps representations to values for 1 and 4 ('one would be with these two... four would be...').", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1049", "text": "And then one would be with these two. And then four would be", "turn_id": 29, "word_count": 13}, {"action": {"confidence": 0.68, "explanation": "Brief 'So, yeah two' mainly confirms the previous mapping.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1035", "text": "So, yeah two", "turn_id": 30, "word_count": 3}, {"action": {"confidence": 0.9, "explanation": "Student specifies the representation for 4 as 'two of these.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1049", "text": "And then four could be two of these.", "turn_id": 31, "word_count": 8}, {"action": {"confidence": 0.67, "explanation": "Student's 'Oh, no' signals something in the ongoing construction is wrong.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1018", "text": "Oh, no", "turn_id": 32, "word_count": 2}, {"action": {"confidence": 0.9, "explanation": "Student gives representations for 5 and then 4+2, listing how numbers correspond to symbol combinations.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1035", "text": "Theres a, you can just do this. Then five is the four, and then the one, the four, and then a two, that'd be four, two.", "turn_id": 33, "word_count": 26}, {"action": {"confidence": 0.95, "explanation": "Student proposes an alternative method: 'Or we can do subtraction.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1018", "text": "Or we can do subtraction.", "turn_id": 34, "word_count": 5}, {"action": {"confidence": 0.78, "explanation": "Student affirms the proposed method with 'Yeah, you could do this.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1049", "text": "Yeah, you could do this.", "turn_id": 35, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Student states 'nine is eight plus one,' mapping a number to symbol values.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1035", "text": "Oh, a one, nine is eight plus one", "turn_id": 36, "word_count": 8}, {"action": {"confidence": 0.92, "explanation": "Student corrects the prior statement from 'eight plus one' to 'Eight plus two.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1049", "text": "Eight plus two.", "turn_id": 37, "word_count": 3}, {"action": {"confidence": 0.86, "explanation": "Student self-corrects multiple proposed decompositions ('wait, hold on nevermind... actually yeah...'), revising the current representation/answer.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1035", "text": "Eight plus two, wait, hold on nevermind yeah, eight plus two plus one is 411, actually yeah, eight plus two plus one, and then 16 minus four, or you could do 16, or you could do eight plus four.", "turn_id": 38, "word_count": 39}, {"action": {"confidence": 0.88, "explanation": "Student offers a tentative decomposition: 'Maybe eight plus five?'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1018", "text": "Maybe eight plus five?", "turn_id": 39, "word_count": 4}, {"action": {"confidence": 0.82, "explanation": "Student changes the decomposition again ('wait actually, or 16').", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1035", "text": "16 minus four minus one, wait actually, or 16,", "turn_id": 40, "word_count": 9}, {"action": {"confidence": 0.86, "explanation": "Student proposes another decomposition: 'Eight plus one.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1049", "text": "Eight plus one", "turn_id": 41, "word_count": 3}, {"action": {"confidence": 0.9, "explanation": "Student rejects the previous option and switches to 'just 16.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1035", "text": "Eight plus one, no 16, just, oh, just 16.", "turn_id": 42, "word_count": 9}, {"action": {"confidence": 0.89, "explanation": "Student suggests '16 plus one?' as the next tentative value decomposition.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1049", "text": "16 plus one?", "turn_id": 43, "word_count": 3}, {"action": {"confidence": 0.84, "explanation": "Student rapidly offers candidate decompositions for successive numbers ('16 plus two... 16 plus four...').", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1035", "text": "16 plus two, yeah, 16 plus two plus one, actually, yeah 16 plus two plus one. 16 plus four. 16 plus four plus one. 16 plus four plus two. Actually what’s, yeah, 16 plus four plus one", "turn_id": 44, "word_count": 37}, {"action": {"confidence": 0.93, "explanation": "Student proposes an alternative representation: 'sixteen plus eight minus one.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1049", "text": "Or we could do sixteen plus eight minus one.", "turn_id": 45, "word_count": 9}, {"action": {"confidence": 0.76, "explanation": "Student repeats the proposed form, mainly taking it up rather than adding new reasoning.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1035", "text": "16 plus eight minus one.", "turn_id": 46, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Student clarifies what the expression is for: 'for 23.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1049", "text": "for 23.", "turn_id": 47, "word_count": 2}, {"action": {"confidence": 0.87, "explanation": "Student confirms the interpretation: 'Yeah for 23.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1035", "text": "Yeah for 23.", "turn_id": 48, "word_count": 3}, {"action": {"confidence": 0.77, "explanation": "Student explicitly states the decomposition and ties it to the target number: '16 plus eight minus one for 23.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1049", "text": "You could do 16 plus eight minus one for 23.", "turn_id": 49, "word_count": 10}, {"action": {"confidence": 0.92, "explanation": "Student proposes the form for the next number: 'For 24, you should do 16 plus eight.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1035", "text": "For 24, you should do 16 plus eight.", "turn_id": 50, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "Brief 'Yeah' accepts the proposed representation for 24.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1049", "text": "Yeah.", "turn_id": 51, "word_count": 1}, {"action": {"confidence": 0.64, "explanation": "Student starts 'So, 16 plus' in a requesting tone, seeking the completion of the expression from peers.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1018", "text": "So, 16 plus", "turn_id": 52, "word_count": 3}, {"action": {"confidence": 0.82, "explanation": "Student supplies the completion 'eight minus one.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1049", "text": "eight minus one.", "turn_id": 53, "word_count": 3}, {"action": {"confidence": 0.72, "explanation": "Student echoes 'minus one,' signaling receipt/alignment.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1035", "text": "minus one.", "turn_id": 54, "word_count": 2}, {"action": {"confidence": 0.89, "explanation": "Student restates the candidate form for 24: '16 plus eight.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1049", "text": "And for 24, 16 plus eight.", "turn_id": 55, "word_count": 6}, {"action": {"confidence": 0.87, "explanation": "Student cycles through options, notices an issue ('there's no one... actually, you're correct'), and adjusts the listed decompositions.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1035", "text": "yeah, 16 plus eight plus one. 16 plus eight plus two. This one, there's no one, there's not two. Oh, actually, you're correct, yeah, 16 plus eight plus one, so 24. 16 plus one plus 216, plus Eight plus two plus one, eight plus five, plus. 16 plus eight plus four plus one, actually yeah do that", "turn_id": 56, "word_count": 57}, {"action": {"confidence": 0.62, "explanation": "Student begins 'so 16 plus eight plus' to prompt the others for the remainder.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1018", "text": "so 16 plus eight plus", "turn_id": 57, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Student completes the expression and value: '16 plus eight plus four plus 2. 28.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1035", "text": "16 plus eight plus four plus 2. 28. Yeah.", "turn_id": 58, "word_count": 9}, {"action": {"confidence": 0.61, "explanation": "Again the student begins an incomplete 'so 16 plus,' functioning as a prompt for completion.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1018", "text": "so 16 plus", "turn_id": 59, "word_count": 3}, {"action": {"confidence": 0.83, "explanation": "Student gives the completion 'plus four plus two.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1035", "text": "plus four plus two", "turn_id": 60, "word_count": 4}, {"action": {"confidence": 0.58, "explanation": "'and then' prompts continuation of the sequence from the peer.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1018", "text": "and then", "turn_id": 61, "word_count": 2}, {"action": {"confidence": 0.89, "explanation": "Student proposes the next full combination: '16 plus eight, plus four plus two plus one.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1035", "text": "16 plus eight, plus four plus two plus one.", "turn_id": 62, "word_count": 9}, {"action": {"confidence": 0.79, "explanation": "Student asks whether they should record the work now, directing the shared writing action.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1018", "text": "Should we write this down?", "turn_id": 63, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Simple 'Sure' accepts the suggestion to write it down.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1035", "text": "Sure", "turn_id": 64, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher directs the group to continue/complete their current work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Finish what you are thinking about.", "turn_id": 65, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "Student instructs what to mark on the board next: 'put a box around 21.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1035", "text": "And then also put a box around 21.", "turn_id": 66, "word_count": 8}, {"action": {"confidence": 0.97, "explanation": "Teacher closes the station work and directs students back to chairs for a break before the next problems.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_008", "text": "​​right, unknown_047 did such a great job on that puzzle. You can leave your marker at your station, and we're going to head back to our chairs and we'll take a little break before we jump into our last two problems.", "turn_id": 67, "word_count": 41}, {"action": {"confidence": 0.79, "explanation": "Teacher publicly summarizes one group's approach ('He used base 10... made a nice list') for the class.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "teacher", "speaker_id": "teacher_005", "text": "He used base 10. If you look someone made a nice list, pops out.", "turn_id": 68, "word_count": 14}, {"action": {"confidence": 0.8, "explanation": "Teacher addresses the class about common mistakes and how groups corrected them, summarizing observed reasoning.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "teacher", "speaker_id": "teacher_008", "text": "So, some of the mistakes that I saw when I went around were about the hourglass. So some people got stuck on hourglass, and they either thought that the hourglass was worth 12 or maybe 18. They were off by that two there. And I thought groups did a really good job of kind of correcting and working through to fix it", "turn_id": 69, "word_count": 62}, {"action": {"confidence": 0.74, "explanation": "Teacher publicly references this group's list to 31 and asks the class to consider why they had to stop there, using the group's work as a class-level presentation point.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "teacher", "speaker_id": "teacher_005", "text": "all right, those who made the list one to 31 and you could not repeat, why do you think they stopped at 31 within their place value system and their symbols. Why did they have to stop at 31 why. Like over here we had student_1049 , student_1035, student_1018 made it to 31 with no repeats. Could you have kept going without repeating? It looks like you used all five signals. So they either going to make a new symbol", "turn_id": 70, "word_count": 80}], "word_count": 1725}
{"day": 1, "grade_band": "7-8", "session_id": "conv_028", "speaker_count": 4, "speakers": [{"role": "student", "speaker_id": "student_1032"}, {"role": "student", "speaker_id": "student_1041"}, {"role": "student", "speaker_id": "student_1042"}, {"role": "teacher", "speaker_id": "teacher_005"}], "task_id": "znorlian", "task_name": "Znorlian", "turn_count": 27, "turns": [{"action": {"confidence": 0.8, "explanation": "The student restates a key task element by asking whether there were three symbols, focusing the group on what objects/quantities are in the problem.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1041", "text": "Weren’t there three symbols?", "turn_id": 1, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "“Yay” is an affective reaction and does not add mathematical content or coordination.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1032", "text": "Yay", "turn_id": 2, "word_count": 1}, {"action": {"confidence": 0.72, "explanation": "This turn frames what the teacher told them to do next in the activity: write numbers in a range.", "name": "orienting_to_lesson_or_activity"}, "role": "student", "speaker_id": "student_1041", "text": "She told us to write 1 through 31.", "turn_id": 3, "word_count": 8}, {"action": {"confidence": 0.96, "explanation": "The student questions whether the endpoint is 31, seeking clarification of the instruction.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1032", "text": "31?", "turn_id": 4, "word_count": 1}, {"action": {"confidence": 0.7, "explanation": "The speaker corrects the earlier instruction from 31 to possibly 30, changing the current plan/information.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1041", "text": "or 30", "turn_id": 5, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "The student explicitly asks which instruction is correct, 30 or 31.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1032", "text": "30 or 31?", "turn_id": 6, "word_count": 3}, {"action": {"confidence": 0.77, "explanation": "The student settles on “1 to 30,” updating the previously uncertain range.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1041", "text": "1 to 30", "turn_id": 7, "word_count": 3}, {"action": {"confidence": 0.83, "explanation": "“oh one to 30” mainly shows receipt and uptake of the prior correction.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1042", "text": "oh one to 30.", "turn_id": 8, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "The teacher corrects the students’ mistaken range by explicitly stating it is one to 31.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_005", "text": "one to 31 guys", "turn_id": 9, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "“oh” is a brief acknowledgment of the teacher’s correction.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1041", "text": "oh", "turn_id": 10, "word_count": 1}, {"action": {"confidence": 0.76, "explanation": "“oh wait” is a short uptake marker indicating recognition of the correction, without substantive new content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1032", "text": "oh wait", "turn_id": 11, "word_count": 2}, {"action": {"confidence": 0.58, "explanation": "The student suggests a structural relation, saying one item is “four plus four,” linking symbols/numbers before noticing they forgot numbers.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_1042", "text": "that ones four plus four, oh I forgot about numbers", "turn_id": 12, "word_count": 10}, {"action": {"confidence": 0.86, "explanation": "This is a playful/self-deprecating comment about counting, not a substantive math move in the group’s reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1032", "text": "I forgot how to count from 1 to 10.", "turn_id": 13, "word_count": 9}, {"action": {"confidence": 0.93, "explanation": "The teacher manages collaboration by prompting students to talk rather than only write.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_005", "text": "I don’t hear any talking, and I see a lot of writing", "turn_id": 14, "word_count": 12}, {"action": {"confidence": 0.94, "explanation": "The student asks whether they are allowed to name the symbols, seeking clarification about representation conventions.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1042", "text": "We can name them?", "turn_id": 15, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "“yeah!” is a brief confirmation/uptake response to the naming idea.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1032", "text": "yeah!", "turn_id": 16, "word_count": 1}, {"action": {"confidence": 0.91, "explanation": "Listing names like “a, b, c, d, e” creates a labeling scheme for the symbols, refining their shared representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1042", "text": "like a, b, c, d, e", "turn_id": 17, "word_count": 6}, {"action": {"confidence": 0.81, "explanation": "The teacher explains why naming symbols helps communication with the writer, giving rationale for the representation choice.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_005", "text": "like a character, your symbols, like your the things you use to make numbers, you know, that's what we do, like those symbols that gave them names, communicate though. So that way you can communicate to the writer from that point.", "turn_id": 18, "word_count": 41}, {"action": {"confidence": 0.78, "explanation": "The student starts assigning a label/name (“arrow”) to symbols, actively building the representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1041", "text": "okay, arrow, arrow, arrow i dont know", "turn_id": 19, "word_count": 7}, {"action": {"confidence": 0.73, "explanation": "Repeating “Arrow, arrow” mainly accepts and echoes the proposed label.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1042", "text": "Arrow, arrow", "turn_id": 20, "word_count": 2}, {"action": {"confidence": 0.67, "explanation": "“oh wait no, i was just” signals backing off or correcting the prior naming attempt.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1041", "text": "oh wait no, i was just", "turn_id": 21, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "“oh, my bad” is a brief acknowledgment of the confusion/error.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1042", "text": "oh, my bad", "turn_id": 22, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "The student asks if there is a shorter notation, requesting help about how to represent the work.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1042", "text": "is there a shorter way to write it?", "turn_id": 23, "word_count": 8}, {"action": {"confidence": 0.66, "explanation": "“i dont think so” offers a tentative answer to whether a shorter way exists.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1041", "text": "i dont think so", "turn_id": 24, "word_count": 4}, {"action": {"confidence": 0.77, "explanation": "The student talks about writing “black box” and where they can do it, focusing on placement/workspace use rather than mathematical reasoning.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1042", "text": "black box, black box. We cant do it over here? Oh dang it", "turn_id": 25, "word_count": 13}, {"action": {"confidence": 0.88, "explanation": "The student gives reasoning for a value assignment: the hourglass is 16 because of the sequence/relations among 2, 8, 14, and then 16.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1032", "text": "I think the hourglass is 16 because this is two and eight and 14 so then 16 minus…", "turn_id": 26, "word_count": 18}, {"action": {"confidence": 0.8, "explanation": "“yeah, change that. Oh four and then a one” directs updating the written work/answer after the previous suggestion.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1042", "text": "yeah, change that. Oh four and then a one.", "turn_id": 27, "word_count": 9}], "word_count": 186}
{"day": 1, "grade_band": "7-8", "session_id": "conv_029", "speaker_count": 3, "speakers": [{"role": "student", "speaker_id": "student_1009"}, {"role": "student", "speaker_id": "student_1017"}, {"role": "student", "speaker_id": "student_1019"}], "task_id": "znorlian", "task_name": "Znorlian", "turn_count": 27, "turns": [{"action": {"confidence": 0.97, "explanation": "The student assigns numerical values to several symbols ('triangle without a box is one,' 'two triangles are four,' 'this thing is two'), interpreting the representation quantitatively.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1009", "text": "Okay, so that means one, that’s four. So like the thing, the triangle without a box is one. The two triangles things are four, i think. Wait, it has to be right. Oh its four my bad my bad. Um then, so the triangle, this thing is two.", "turn_id": 1, "word_count": 48}, {"action": {"confidence": 0.99, "explanation": "'the square is eight' directly maps a symbol to a value.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1009", "text": "the square is eight.", "turn_id": 2, "word_count": 4}, {"action": {"confidence": 0.69, "explanation": "By repeating 'the square,' the student appears to verify which symbol the prior value assignment refers to.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1017", "text": "the square", "turn_id": 3, "word_count": 2}, {"action": {"confidence": 0.94, "explanation": "'eight' confirms the value associated with the square symbol.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1009", "text": "eight", "turn_id": 4, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "After brief acknowledgment, the student advances a tentative result: 'So write 21.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1017", "text": "oh yeah, oh wait and then this oh wait, i think thats it. So write 21.", "turn_id": 5, "word_count": 16}, {"action": {"confidence": 0.63, "explanation": "The student questions the proposed result '21?' to see whether it is the correct target/result.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1019", "text": "it is 21?", "turn_id": 6, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "'oh its the shortest way?' asks for clarification about the task goal, namely whether they must find the shortest expression.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1017", "text": "oh its the shortest way?", "turn_id": 7, "word_count": 5}, {"action": {"confidence": 0.74, "explanation": "The student suggests a method for composing 21 from symbol values ('two of these would be 16... then to reach 21...'), focusing on how to build the target efficiently.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1017", "text": "I think it’s two of these. So that would be 16. So two of those would be 16. but then you so, yeah, so 16 and then to reach 21 so, so it's that and that. So it's just two of these and one of that,", "turn_id": 8, "word_count": 46}, {"action": {"confidence": 0.96, "explanation": "'and then what?' requests the next step in the peer's proposed construction.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1019", "text": "and then what?", "turn_id": 9, "word_count": 3}, {"action": {"confidence": 0.87, "explanation": "The student notices an error ('hold on i did something wrong') and changes the combination to 'four and one... 25,' revising the prior attempt.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1017", "text": "and then 18, wait, hold on i did something wrong. Yeah four and one. Thats 25, i think thats the shortest way?", "turn_id": 10, "word_count": 22}, {"action": {"confidence": 0.76, "explanation": "The student points out a specific issue in the symbol set ('There's only four... those fifth symbol...') and reconsiders the setup, diagnosing a mistake in the prior reasoning.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1009", "text": "There's only four. Wait. Hold on those fifth symbol. There was an upward triangle. Well, an upward triangle thing. Yes, wait. Ok lets see that would be two, minus, two, equals plus eight plus four, two plus eight. Yes to triangle that minus", "turn_id": 11, "word_count": 43}, {"action": {"confidence": 0.73, "explanation": "The student performs/echoes the arithmetic combination 'two equals two plus eight plus four,' advancing the computation sequence.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1017", "text": "two equals two plus eight plus four,", "turn_id": 12, "word_count": 7}, {"action": {"confidence": 0.91, "explanation": "This turn continues the arithmetic work, combining values and concluding 'the hourglass equals 16.' Despite one arithmetic slip in speech, the function is executing calculations.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1009", "text": "which is 14. Yeah, so that would mean two plus eight plus four. So two plus eight is 14. This is two so 16, the hourglass equals 16. the Two triangle thing with.", "turn_id": 13, "word_count": 33}, {"action": {"confidence": 0.81, "explanation": "'this thing' asks/indicates which symbol is being referred to in the current value assignment.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1017", "text": "this thing", "turn_id": 14, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "'yeah thats 16' confirms the symbol-to-value mapping for the referenced shape.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1009", "text": "yeah thats 16.", "turn_id": 15, "word_count": 3}, {"action": {"confidence": 0.57, "explanation": "The student names the relevant symbol under discussion ('hourglass, that thing, that thing'), helping establish which piece they are tracking.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1019", "text": "ohh, and then hourglass, that thing, that thing", "turn_id": 16, "word_count": 8}, {"action": {"confidence": 0.99, "explanation": "A brief 'yeah' simply acknowledges the previous contribution without adding new content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1009", "text": "yeah", "turn_id": 17, "word_count": 1}, {"action": {"confidence": 0.82, "explanation": "The student lists the available values 'two, four, 16, eight, and one,' inventorying the key elements they can use.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1017", "text": "two, four, 16, eight, and one.", "turn_id": 18, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "The student systematically computes sums of different combinations ('eight and one... eight and two... eight, four, and one...'), executing arithmetic to search for 21.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1009", "text": "So four and one would be 9 wait no no no no that would be double digits so eight and one, eight and two would be 10. Eight, two, and one would be 11. Eight and four would be twelve. Eight, four, and one would be thirteen.", "turn_id": 19, "word_count": 47}, {"action": {"confidence": 0.92, "explanation": "'did you say four' checks the meaning/content of the prior enumeration, specifically whether 4 was included.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1019", "text": "did you say four", "turn_id": 20, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "The student continues listing and summing combinations ('eight, four, and two would be fourteen... 16, one... 17'), which is active computation.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1009", "text": "four and one. So eight, four, and two would be fourteen. Let’s see eight, four, two, and one would be fifteen. So 16, one. This would be 17.", "turn_id": 21, "word_count": 28}, {"action": {"confidence": 0.74, "explanation": "'wait do we have to do 16' evaluates whether using 16 is required/appropriate under the task constraints.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1019", "text": "wait do we have to do 16.", "turn_id": 22, "word_count": 7}, {"action": {"confidence": 0.98, "explanation": "The student keeps computing totals with 16 and other values ('16 and two would be 18... 16, four, and two would be 22').", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1009", "text": "16 and two would be 18. 16, two, and one. 16 and four. 16, four, and two would be 22.", "turn_id": 23, "word_count": 20}, {"action": {"confidence": 0.94, "explanation": "'We need to find 21' restates the task goal so the group stays aligned on the target value.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1017", "text": "We need to find 21", "turn_id": 24, "word_count": 5}, {"action": {"confidence": 0.63, "explanation": "'but we already have' suggests they may already possess a valid answer, offering that as a tentative claim.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1009", "text": "but we already have", "turn_id": 25, "word_count": 4}, {"action": {"confidence": 0.72, "explanation": "'What is the shortest way to write 21?' reframes the immediate task objective for the group, emphasizing the activity requirement rather than a specific computation.", "name": "orienting_to_lesson_or_activity"}, "role": "student", "speaker_id": "student_1017", "text": "What is the shortest way to write 21?", "turn_id": 26, "word_count": 8}, {"action": {"confidence": 0.98, "explanation": "The student computes another combination total: '16, four, two, and one would be 23.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1009", "text": "so 16, four, two, and one would be 23.", "turn_id": 27, "word_count": 9}], "word_count": 385}
{"day": 1, "grade_band": "7-8", "session_id": "conv_030", "speaker_count": 5, "speakers": [{"role": "student", "speaker_id": "student_1004"}, {"role": "student", "speaker_id": "student_1008"}, {"role": "student", "speaker_id": "student_1039"}, {"role": "teacher", "speaker_id": "teacher_005"}, {"role": "teacher", "speaker_id": "teacher_008"}], "task_id": "znorlian", "task_name": "Znorlian", "turn_count": 64, "turns": [{"action": {"confidence": 0.87, "explanation": "Student states a tentative value, 'this equals two,' offering a candidate result for a symbol/expression.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1039", "text": "Okay, so this equals two.", "turn_id": 1, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Asks where to write it and tells a peer 'You can do it,' coordinating writing on the shared paper.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1004", "text": "Where do we write it? You can do it.", "turn_id": 2, "word_count": 9}, {"action": {"confidence": 0.78, "explanation": "Student notes a rule/constraint: 'we can’t write our own ideas,' clarifying what kind of writing is allowed.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1039", "text": "Wait, no, we can’t write our own ideas.", "turn_id": 3, "word_count": 8}, {"action": {"confidence": 0.86, "explanation": "Talks about whose handwriting to use, managing who will write rather than advancing math content.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1004", "text": "I mean none of us have like tried to see whose handwriting.", "turn_id": 4, "word_count": 12}, {"action": {"confidence": 0.99, "explanation": "Brief agreement: 'Yeah thats true' simply receives the prior comment.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1039", "text": "Yeah thats true.", "turn_id": 5, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Suggests 'all of us write this,' coordinating participation in producing the written work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1004", "text": "So why don’t all of us write this since you know….", "turn_id": 6, "word_count": 11}, {"action": {"confidence": 0.98, "explanation": "'Wait what do I write' requests clarification about what should be written.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1039", "text": "Wait what do I write", "turn_id": 7, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Directs the peer exactly what to write on the paper based on another student's words.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1004", "text": "Just write that equals, just write two times like just write this, this equals… and write exactly what she says", "turn_id": 8, "word_count": 20}, {"action": {"confidence": 0.94, "explanation": "The 'huh' signals a request for repetition/clarification of the prior instruction.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1039", "text": "huh", "turn_id": 9, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Repeats the directive to 'write exactly what she says,' managing the shared workspace action.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1004", "text": "Just write exactly what she says", "turn_id": 10, "word_count": 6}, {"action": {"confidence": 0.74, "explanation": "Student proposes writing approach: 'let’s just write this,' which is about what to put down.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1039", "text": "Yeah let’s just write this. Wait wait, let’s just write our… so", "turn_id": 11, "word_count": 12}, {"action": {"confidence": 0.91, "explanation": "Asks whose pen it is, a social/material side issue not directly about the math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1004", "text": "Do you know who’s pen this is?", "turn_id": 12, "word_count": 7}, {"action": {"confidence": 0.92, "explanation": "Also asks about pen ownership, which is off the mathematical task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1008", "text": "Who’s pen is this?", "turn_id": 13, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Responds 'I have no idea' about the pen, continuing the off-task exchange.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1039", "text": "I have no idea.", "turn_id": 14, "word_count": 4}, {"action": {"confidence": 0.96, "explanation": "States 'This thing equals four,' offering a specific value for a symbol.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1008", "text": "This thing equals four.", "turn_id": 15, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "'Huh' asks the peer to repeat or clarify the just-stated value.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1039", "text": "Huh", "turn_id": 16, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Repeats 'This thing equals four,' again putting forward the candidate value.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1008", "text": "This thing equals four", "turn_id": 17, "word_count": 4}, {"action": {"confidence": 0.62, "explanation": "Talks through writing ('Triangle') and mentions messing up the written work; mainly about editing/inscribing the shared artifact.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1039", "text": "oh ok. So wait, so then. Triangle. Oh i messed up. Its okay right.", "turn_id": 18, "word_count": 14}, {"action": {"confidence": 0.88, "explanation": "Questions 'how’d you get an eight' and says to cross it out, explicitly flagging a mistaken value/writing.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1008", "text": "yeah, how’d you get an eight. Alright just cross that out. Um ill write.", "turn_id": 19, "word_count": 14}, {"action": {"confidence": 0.97, "explanation": "Offers 'How about triangle equals 2?' as a tentative value assignment.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1039", "text": "uh equals triangle.. Triangle.. How about triangle equals 2?", "turn_id": 20, "word_count": 9}, {"action": {"confidence": 0.88, "explanation": "Asks to take the paper and whether to write it down, coordinating inscription; also asks for the next symbol to write.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1008", "text": "wait wait, can i have this for a second. So it would be like this equals four. Should I write that down? What’s the next symbol?", "turn_id": 21, "word_count": 26}, {"action": {"confidence": 0.83, "explanation": "Names the next symbol as 'a block,' identifying the relevant representation element.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1039", "text": "a block", "turn_id": 22, "word_count": 2}, {"action": {"confidence": 0.82, "explanation": "Repeats 'a block,' again identifying the symbol under discussion.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1008", "text": "a block", "turn_id": 23, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "States the block 'equals um eight,' a tentative value for that symbol.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1039", "text": "a black block. That equals um eight.", "turn_id": 24, "word_count": 7}, {"action": {"confidence": 0.7, "explanation": "Echoes 'equals eight?' to check the proposed value before proceeding.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1008", "text": "equals eight?", "turn_id": 25, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "Simple confirmation: 'yeah' accepts the questioned value.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1039", "text": "yeah.", "turn_id": 26, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "'okay, then whats this one?' asks for the value/meaning of another symbol.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1008", "text": "okay, then whats this one?", "turn_id": 27, "word_count": 5}, {"action": {"confidence": 0.83, "explanation": "Student works through algebraic/arithmetic steps aloud ('x minus 2 equals 4... that equals 16'), executing calculations to determine a value.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1039", "text": "minus.. Wait so this would equal x minus x minus 2 equals 4 12. Um wait. That’s eight. X minus two equals, wait so that equals 16. Uh it says 16.", "turn_id": 28, "word_count": 31}, {"action": {"confidence": 0.97, "explanation": "'put this somewhere on the outside?' is a suggestion about where to write the result.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1008", "text": "okay, put this somewhere on the outside?", "turn_id": 29, "word_count": 7}, {"action": {"confidence": 0.99, "explanation": "Brief 'yeah' accepts the proposed writing placement.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1039", "text": "yeah", "turn_id": 30, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Directs a peer to 'write 21 21 21 21,' specifying what to put on the paper.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1039", "text": "write 21 21 21 21", "turn_id": 31, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Continues the writing directive: 'Just to write 21 21 21.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1004", "text": "Just to write 21 21 21", "turn_id": 32, "word_count": 6}, {"action": {"confidence": 0.67, "explanation": "Says 'this is 21 5s,' proposing a structural interpretation of the repeated arrangement.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_1039", "text": "no hold on hold on like this, this is 21 5s.", "turn_id": 33, "word_count": 11}, {"action": {"confidence": 0.56, "explanation": "References what they 'were going to do' before and suggests doing it similarly now, invoking an earlier case/method.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_1004", "text": "yeah thats what I was going to do, but I was in the bathroom. So just do like", "turn_id": 34, "word_count": 18}, {"action": {"confidence": 0.9, "explanation": "Tells peers exactly what to write instead ('just write this equals the down thing').", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1039", "text": "yeah just 21 times. No no no just write this equals the down thing.", "turn_id": 35, "word_count": 14}, {"action": {"confidence": 0.82, "explanation": "'I dont think it is' directly disputes the previous proposed representation/value.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1008", "text": "I dont think it is.", "turn_id": 36, "word_count": 5}, {"action": {"confidence": 0.79, "explanation": "'what am i supposed to do for this one' asks how to handle the current part of the representation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1039", "text": "no because what am i supposed to do for this one. And then this is something adding…", "turn_id": 37, "word_count": 17}, {"action": {"confidence": 0.95, "explanation": "Again instructs, 'just write these 21 times,' coordinating the written representation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1004", "text": "so just write these 21 times.", "turn_id": 38, "word_count": 6}, {"action": {"confidence": 0.99, "explanation": "Brief 'yeah' signals agreement with the prior instruction.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1039", "text": "yeah", "turn_id": 39, "word_count": 1}, {"action": {"confidence": 0.63, "explanation": "'but thats something…' objects that the proposed writing misses an important part, signaling a problem.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1008", "text": "but thats something…", "turn_id": 40, "word_count": 3}, {"action": {"confidence": 0.86, "explanation": "Explains why the repeated writing matters: 'because it says on every single one,' connecting the move to the task wording.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1039", "text": "as well because it says on every single one. Thats what they want us to cross out what is it for every single one.", "turn_id": 41, "word_count": 24}, {"action": {"confidence": 0.84, "explanation": "States the purpose 'to find each symbols,' explaining the goal of the work.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1008", "text": "yeah to find each symbols.", "turn_id": 42, "word_count": 5}, {"action": {"confidence": 0.92, "explanation": "Says 'we just have to write this thing, 21,' directing what should be written.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1004", "text": "we just have to write this thing, 21.", "turn_id": 43, "word_count": 8}, {"action": {"confidence": 0.8, "explanation": "'hold on' manages the pace and turn-taking around the shared work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1039", "text": "hold on.", "turn_id": 44, "word_count": 2}, {"action": {"confidence": 0.86, "explanation": "Teacher asks a series of probing questions ('What number is that?... How did you know this was a two?... what operation did they do?') to get students to clarify their reasoning.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_005", "text": "you could write this guy 21 times. But that would not be sure. Is there a way we could do this? What number is that? So? How did you know this was a two? But how do you think we took these guys and turned it into a two? Those two? Because one, so what operation did they do? All right, so I know putting things side by side.", "turn_id": 45, "word_count": 69}, {"action": {"confidence": 0.72, "explanation": "Suggests a new plan: 'why don’t we make this the down thing?' proposing how to proceed with the representation/solution.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1004", "text": "so why don’t we make this the down thing?", "turn_id": 46, "word_count": 9}, {"action": {"confidence": 0.63, "explanation": "Teacher comments on making one down and wanting the shortest form, steering how the written work should be organized.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_005", "text": "So one makes it down. Well, I remember I wanted the shortest", "turn_id": 47, "word_count": 12}, {"action": {"confidence": 0.85, "explanation": "'how about i just do one of these things' proposes a method for handling the repeated structure.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1004", "text": "so how about i just do one of these things", "turn_id": 48, "word_count": 10}, {"action": {"confidence": 0.82, "explanation": "Builds on the plan: 'you could do one of these things and then,' suggesting the next method step.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1008", "text": "you could do one of these things and then", "turn_id": 49, "word_count": 9}, {"action": {"confidence": 0.68, "explanation": "'I should do like one of these things and then add four' offers a specific constructed expression/result form.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1004", "text": "I should do like one of these things and then add four", "turn_id": 50, "word_count": 12}, {"action": {"confidence": 0.69, "explanation": "'you could do this, this, and this' suggests splitting the structure into parts to work with it.", "name": "decomposing_or_repartitioning_the_structure"}, "role": "student", "speaker_id": "student_1008", "text": "oh you could do this, this, and this", "turn_id": 51, "word_count": 8}, {"action": {"confidence": 0.97, "explanation": "Asks permission to cross something out, which is about editing the shared written artifact.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1004", "text": "So can i cross this out?", "turn_id": 52, "word_count": 6}, {"action": {"confidence": 0.68, "explanation": "Teacher responds 'no... well, yes' and begins to redirect, indicating a change in what should be done with the written work.", "name": "revising_the_method_or_answer"}, "role": "teacher", "speaker_id": "teacher_005", "text": "no, but i mean, well, yes. Actually let me tell you,", "turn_id": 53, "word_count": 11}, {"action": {"confidence": 0.87, "explanation": "Comments on missing a plus sign and what to write next, managing notation on the page.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1039", "text": "because this doesn’t have a plus sign and then just write,", "turn_id": 54, "word_count": 11}, {"action": {"confidence": 0.94, "explanation": "'then just write' is a direct instruction about the next writing step.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1008", "text": "then just write", "turn_id": 55, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "'do i write this one' asks for confirmation about what should be written.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1039", "text": "yeah im saying do i write this one.", "turn_id": 56, "word_count": 8}, {"action": {"confidence": 0.97, "explanation": "Directs the writer: 'now write equals to 16.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1008", "text": "yeah, now write equals to 16.", "turn_id": 57, "word_count": 6}, {"action": {"confidence": 0.92, "explanation": "Teacher asks 'does this make sense?' prompting evaluation of whether the current representation/result is reasonable.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "does this make sense?", "turn_id": 58, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Student tests the expression against the total: '16 plus eight is over 21,' checking consistency with the constraint.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1004", "text": "wait but 16 plus eight is over 21,", "turn_id": 59, "word_count": 8}, {"action": {"confidence": 0.58, "explanation": "'no but..' begins to push back against the previous check, signaling disagreement/problem with that conclusion.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1039", "text": "no but..", "turn_id": 60, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "Teacher asks 'tell me what this one is worth,' requesting the meaning/value of a specific symbol.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_008", "text": "tell me what this one is worth.", "turn_id": 61, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Responds 'this one is 16,' assigning a numerical value to the indicated symbol.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1008", "text": "this one is 16", "turn_id": 62, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Assigns values to two symbols: 'this one is eight and this one is one.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1039", "text": "this one is eight and this one is one.", "turn_id": 63, "word_count": 9}, {"action": {"confidence": 0.96, "explanation": "Teacher's 'great job' is brief positive receipt of the students' response.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_008", "text": "great job.", "turn_id": 64, "word_count": 2}], "word_count": 572}
{"day": 1, "grade_band": "7-8", "session_id": "conv_031", "speaker_count": 2, "speakers": [{"role": "teacher", "speaker_id": "teacher_005"}, {"role": "teacher", "speaker_id": "teacher_008"}], "task_id": "znorlian", "task_name": "Znorlian", "turn_count": 16, "turns": [{"action": {"confidence": 0.98, "explanation": "Teacher sets norms and procedures for the board-group activity: stations, one marker, random groups, introductions, listening to clues, and whiteboard expectations.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Not be at our tables on pieces of paper, but you'll also notice around the room we have seven stations, and so we will be working with our group up at the boards. And here are our whiteboard moves so there is one marker for each group, just one marker. Their groups are going to be random. We'll be selecting them in many different ways, but there will always be new people, and the first thing you should do is introduce yourself to the person in your group, and then write your names on the boards so in small so that we can see them when we come up. And also you want to leave lots of room to to work. You won't get pieces of paper with problems written on them. Turns out, in real life, you seldom get a piece of paper with a problem written on it. You have to listen carefully, gather your clues and your information. So you can come up with some sort of strategy as you listen. You could be jotting down the one person that has the marker the group. Could say, write that down five people. There were $6 per pizza. You could write things down as you hear the problem, which is, what we do in real life. We see things on TV, we read things, we jot it down. Never erase someone else's ideas. Big, good idea, and we're going to work together. Everybody is going to contribute. Now here is the craziest thing. The person with the marker in their hand doesn't have a brain. They are the Scarecrow.", "turn_id": 1, "word_count": 271}, {"action": {"confidence": 0.77, "explanation": "The Wizard of Oz question is a playful cultural aside to support the Scarecrow metaphor, not substantive math/task reasoning.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_008", "text": "Have you ever seen the Wizard of Oz?", "turn_id": 2, "word_count": 8}, {"action": {"confidence": 0.97, "explanation": "Teacher continues explaining the Scarecrow role and marker-switch procedure as part of how the activity will run.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_005", "text": "They are the Scarecrow no brain, so they cannot come up with anything to write down unless their teammates tell them. So what happens if you know it's not going the way, like that, a mistake has been made, or we have had a miscalculation of some kind. You can tap out as the marker holder. You can give the marker off to someone else, and your brain comes back. It's a miracle.", "turn_id": 3, "word_count": 73}, {"action": {"confidence": 0.95, "explanation": "Teacher explains the purpose of switching the marker person so everyone participates, framing collaboration norms for the activity.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_008", "text": "So the reason we do that is because we don't want someone to just be at the board and take over and just write all their wonderful ideas down, and the other people in their group don't get to have input, so you can switch the marker person as often as you want.", "turn_id": 4, "word_count": 53}, {"action": {"confidence": 0.94, "explanation": "Teacher reiterates the Scarecrow/note-taker role and what that person is allowed to do during the activity.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_005", "text": "You're the note taker, the stenographer, if you will. We call you the Scarecrow, yes, because you have no brain, you only write what you're told.", "turn_id": 5, "word_count": 26}, {"action": {"confidence": 0.92, "explanation": "Teacher emphasizes kindness, respect, and how to disagree appropriately; this is classroom norm-setting rather than mathematical content.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_008", "text": "And we just want to be kind and respectful to unknown_047. I make mistakes. person_anon makes mistakes. Everybody makes mistakes. So if we see someone write something down and you disagree, there is a nice way to say, I have a different idea than that. Can we try something different? So I just want to make sure everybody's being kind respectful of all the input that everybody has to offer. Okay?", "turn_id": 6, "word_count": 71}, {"action": {"confidence": 0.95, "explanation": "Teacher instructs students to ask for explanations, justify ideas, and notes marker-color conventions; this frames communication expectations for the lesson.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_005", "text": "And if you don't understand someone's thinking, then be sure that you ask, all right, be sure to say, I'm not quite getting what you did there. Could you explain? Because the other piece we do in the real world is we have to justify our ideas. We have to explain our ideas. So we have to be really, really good at communicating what we're thinking. So we're going to practice that this week. Also, you all have a blue marker. teacher_008  and I will have a purple marker if we come around to your board and circle something in purple. That means never, erase it, never. There are a variety of reasons we might want to do that. Maybe it's a little something so unique. We want to make sure everybody sees that. It was such a neat idea, but so we'll know blue, you purple. US make sense. Are we ready? Kind of maybe we have this part, requires mathematical reasoning on our part,", "turn_id": 7, "word_count": 166}, {"action": {"confidence": 0.98, "explanation": "Teacher transitions to the next problem and explains the board cue and activity format for moving to the boards.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_005", "text": "All right, talk to them about the problem first. All right. How do you say this New Orleans? Alrighty. Our next problem, we're going to actually get up and go to the boards. We'll be selecting new groups in a very strange and unusual way, evidently pronounced, the Z is silent. Do you agree? I don't know. I used to call it the norlian, but I don't know norlean. I guess when you see this little happy man next to a board, that means to the boards, and I'm going to have to call her the teacher, because that's what I call I can't we use this in our classrooms when we are we're teaching algebra, and maybe we have this new skill we're learning, and we talk about it a bit, and then we have some problems. You probably do this in your classroom. Then you have some problems that you have to kind of do on your own. So whenever this little person pops up in the corner, then the kids all knew to the boards, and that's actually what they would say, because they got to get all their seats. That was fun,", "turn_id": 8, "word_count": 196}, {"action": {"confidence": 0.9, "explanation": "Teacher lays out the specific clue structure and constraints: arrows, groups of three, a fourth clue, and needing all four clues to solve.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_008", "text": "yes. So this problem is split up into pieces, so you're each going to get a clue that will help you figure out the whole problem. So on your clue, there will be an arrow, so you'll either have an up arrow, a down arrow. You're going to find all the directions. Which 1am I missing? Except left, there will be no left. We're going to put you in groups of three, and then we'll give you an extra clue, 21 of you. So you're going to find a down arrow, an up arrow and a right arrow. When you find those three directions, I want you to find a station. It doesn't matter which one and you're going to go there with your clues. You need to have all four clues in order to be able to solve to have enough information. Okay, so we're going to pass these out now. We're going to mix you up. Once we get to your stations, we'll give you the fourth clue. Does that make sense to everybody, yep, okay, all right, so don't get up until everybody has a clue", "turn_id": 9, "word_count": 189}, {"action": {"confidence": 0.93, "explanation": "Teacher directs students to make a chart from 1 to 31 and reminds the writer not to write independently; this manages what is written and who writes.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_005", "text": "You want to be able to take 21 in the shortest amount of blocks. Do you feel he has done it? I think so. Okay, then I want you to do the numbers one through 31 in the symbols that you think one through 31 So will you make a chart at one through 31 and then do every single number? All right, don't write someone tells you what to write.", "turn_id": 10, "word_count": 71}, {"action": {"confidence": 0.94, "explanation": "Teacher comments on too much writing and not enough talking, then directs naming symbols so the writer can be told what to draw without pointing.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_005", "text": "one to 31 all right, I don't hear any talking, and I see a lot of writing. So remember, he cannot write unless you are saying what to put down. So you can name him. We can name him. Yeah, name him like, we would call that A, B, C, well, like a carrot, your symbols, like your your the things you use to make numbers. You know, that's what we do. Like those symbols that make a one and a two and a three. We gave them names. So if you want to be able to communicate in a solid square carrot, whatever your language.", "turn_id": 11, "word_count": 106}, {"action": {"confidence": 0.72, "explanation": "Teacher checks whether students achieved the task goal for 21 in the shortest form and probes whether their current work satisfies that constraint.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "all right, just so that way you can communicate to the draw, the writer without pointing. Okay. 40 how'd we do one through 31 you're gonna do now. Did you get 21 No, no, okay, let's see 21 our first task is 21 can we do 21 What symbol? Shortest possible, but definitely we could. We could write this guy 21 times, but that would not be short. Is there a way we could do if this What number is that? Oh, two. So how did you know this was a two? But how do you think we took these guys and turned it into two,", "turn_id": 12, "word_count": 106}, {"action": {"confidence": 0.78, "explanation": "Teacher repeatedly asks students to explain what operation makes the representation equal 2 and why one form would or would not work.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_005", "text": "So what operation did they do? All right, so if I know putting things side by side, so what makes it too. So why don't I just do this, the Dow thing? Well, remember, I wanted the shortest I can the problem with Roman numerals. You like one of these things. What do you think should we do one of those things I should do? Like, oh, you could do. Would that be good? No, but I mean, well, yes, that you don't want that to be when you were okay. But what someone's got to tell you, have the marker, so tell her, tell her what to write. It's kind of like an hour left.", "turn_id": 13, "word_count": 116}, {"action": {"confidence": 0.81, "explanation": "Teacher highlights the underlying structure that the system uses base two and notes the emergence of a new symbol for 16 as part of that pattern.", "name": "proposing_a_pattern_or_structural_model"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Did anyone notice what base norlean uses? We use base 10. What base did New Orleans use? Or theirs? Two, base two. If you look at someone that made a nice list, it really kind of pops out at us. We saw that our symbols kind of went up, and they even kind of thought about, ooh, we made a new symbol for 16.", "turn_id": 14, "word_count": 64}, {"action": {"confidence": 0.95, "explanation": "Teacher identifies a common error about the hourglass value being 12 or 18 and specifies that groups were off by two.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_008", "text": "So the mistakes that I saw when I went around were about the hourglass. So some people got stuff on hourglass, and they either thought that the hourglass was worth 12 or maybe 18. They were off by that two there. And I thought groups did a really good job of kind of correcting and working through to fix it", "turn_id": 15, "word_count": 60}, {"action": {"confidence": 0.91, "explanation": "Teacher asks why the list stopped at 31, whether students could continue without repeating, and ties this to the available five symbols and place-value constraints.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "all right, those who made the list one to 31 and you could not repeat, why do you think they stopped at 31 given their place value system and their symbols, why did they have to stop at 31 why didn't they tell us to count up to 50? So someone that made it to 31 like over here we had Scarlet group made it to 31 with no repeats. Could you have kept going without repeating? It looks like you used all five symbols. So they either are going to make a new symbol or they're going to have to repeat", "turn_id": 16, "word_count": 102}], "word_count": 1678}
{"day": 2, "grade_band": "5-6", "session_id": "conv_032", "speaker_count": 7, "speakers": [{"role": "student", "speaker_id": "student_008"}, {"role": "student", "speaker_id": "student_011"}, {"role": "student", "speaker_id": "student_014"}, {"role": "student", "speaker_id": "student_018"}, {"role": "student", "speaker_id": "student_1005"}, {"role": "teacher", "speaker_id": "teacher_001"}, {"role": "teacher", "speaker_id": "teacher_009"}], "task_id": "one_thousand_one_pennies", "task_name": "1001 Pennies", "turn_count": 427, "turns": [{"action": {"confidence": 0.95, "explanation": "student_018 says they do not know what to do and asks if the peer knows, explicitly seeking task understanding.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_018", "text": "Okay. She said to do something. So I don't know. Do you know that?", "turn_id": 1, "word_count": 14}, {"action": {"confidence": 0.89, "explanation": "\"What the heck?\" is an affective reaction expressing confusion/frustration, without substantive mathematical content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_011", "text": "What the heck?", "turn_id": 2, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "student_014 immediately offers a possible numerical expression, \"250 multiplied by 41 plus one,\" as a tentative answer form.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "250 multiplied by 41 plus one.", "turn_id": 3, "word_count": 6}, {"action": {"confidence": 0.99, "explanation": "\"How do you know that?\" asks the peer to explain the reasoning behind the proposed expression.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_018", "text": "How do you know that?", "turn_id": 4, "word_count": 5}, {"action": {"confidence": 0.83, "explanation": "student_014 begins justifying the expression by saying to add them as 41 cents each, giving rationale for the candidate solution.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_014", "text": "Because add all of them 41 cents, and then what...", "turn_id": 5, "word_count": 10}, {"action": {"confidence": 0.57, "explanation": "\"That is just the best pull\" is evaluative/affective commentary rather than a clear mathematical move.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "That is just the best pull.", "turn_id": 6, "word_count": 6}, {"action": {"confidence": 0.8, "explanation": "student_014 explains the decomposition: use 1000, divide 1001 by four, and account for a leftover penny, clarifying why the formula works.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_014", "text": "1000. Wait, yeah and then 1001 divided by four. So, one penny, one nickel.", "turn_id": 7, "word_count": 14}, {"action": {"confidence": 0.8, "explanation": "student_018 assigns a role (\"I'll be scarecrow\") and directs the peer to explain, managing collaboration.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "I'll be scarecrow. Okay, so explain your thinking to me.", "turn_id": 8, "word_count": 10}, {"action": {"confidence": 0.95, "explanation": "student_014 explains that one penny, nickel, dime, and quarter total 41 cents, justifying the repeated-group idea.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_014", "text": "So there are 1001 pennies and one penny, one nickel, one dime, one quarter. So that equals to 41 cents.", "turn_id": 9, "word_count": 20}, {"action": {"confidence": 0.73, "explanation": "student_018 restates the coin types in the group—\"one dime, one nickel, one quarter\"—to track the relevant elements.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_018", "text": "Pause. Now, one dime, one nickel, one quarter.", "turn_id": 10, "word_count": 8}, {"action": {"confidence": 0.85, "explanation": "\"And a penny\" adds the missing element of the set being tracked.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_014", "text": "And a penny.", "turn_id": 11, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "student_018 explicitly says they do not understand and asks what the peer thinks.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_018", "text": "Okay, sorry, I just don't understand what you're saying. What do you think?", "turn_id": 12, "word_count": 13}, {"action": {"confidence": 0.96, "explanation": "student_014 re-explains the four-coin set and its total of 41 cents to make the reasoning understandable.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_014", "text": "One penny, one nickel, one dime, and a quarter. You add them together. That equals to 41 cents, right?", "turn_id": 13, "word_count": 19}, {"action": {"confidence": 0.73, "explanation": "\"That's 41 cents?\" questions whether the claimed total is correct.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_011", "text": "That's 41 cents?", "turn_id": 14, "word_count": 3}, {"action": {"confidence": 0.69, "explanation": "student_014 affirms the 41-cent total and ties it to 1001 coins, restating the candidate quantitative claim.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "Well, I think it's 41 cents. Yeah, it's 41 cents, and then 1001 coins.", "turn_id": 15, "word_count": 14}, {"action": {"confidence": 0.93, "explanation": "student_018 challenges the source of student_014's ratios and says the board display is not the same task, diagnosing a mismatch in assumptions.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_018", "text": "Where are you getting these rations from? From what she displayed on the board? What she displayed on the board is not what we are doing.", "turn_id": 16, "word_count": 26}, {"action": {"confidence": 0.96, "explanation": "\"Yeah, I know\" briefly acknowledges the challenge without adding new content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Yeah, I know.", "turn_id": 17, "word_count": 3}, {"action": {"confidence": 0.66, "explanation": "\"We are doing a whole bunch\" reorients to the actual task setup involving many items rather than the displayed example.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_018", "text": "We are doing a whole bunch.", "turn_id": 18, "word_count": 6}, {"action": {"confidence": 0.9, "explanation": "\"Yeah, 1001 pennies\" restates a key given/constraint of the problem.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_014", "text": "Yeah, 1001 pennies.", "turn_id": 19, "word_count": 3}, {"action": {"confidence": 0.9, "explanation": "The laughter-filled \"Oh, yeah, hahaha\" is primarily affective reaction.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_011", "text": "Oh, yeah, hahaha.", "turn_id": 20, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "student_014 explains the method: remove one final penny, use 1000÷4=250, then multiply, giving the rationale for the formula.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_014", "text": "And 1001 divided by four, let's take off the one, because the last one is a penny, so just put plus one at the end, and then 1000 divided by four is 250 so you have to multiply that to.", "turn_id": 21, "word_count": 40}, {"action": {"confidence": 0.98, "explanation": "student_018 asks the peer to slow down because they need time to understand the explanation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_018", "text": "Hold on, hold on. Slow down, slow down, slow down, slow down, slow down. I'm not that smart. Give me some time.", "turn_id": 22, "word_count": 22}, {"action": {"confidence": 0.97, "explanation": "Teacher's \"Okay\" is a brief receipt/uptake move.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay.", "turn_id": 23, "word_count": 1}, {"action": {"confidence": 0.99, "explanation": "\"Okay, divided by what again?\" asks for clarification of the computation step.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_018", "text": "Okay, divided by what again?", "turn_id": 24, "word_count": 5}, {"action": {"confidence": 0.8, "explanation": "\"Four, 250\" supplies the divisor and computed quotient needed for the calculation.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_014", "text": "Four, 250.", "turn_id": 25, "word_count": 2}, {"action": {"confidence": 0.9, "explanation": "\"250. Sorry.\" briefly receives and repeats the value.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "250. Sorry.", "turn_id": 26, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "student_014 restates the candidate full expression: \"250 times 41, plus one.\"", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "Okay, so 250 times 41, plus one.", "turn_id": 27, "word_count": 7}, {"action": {"confidence": 0.98, "explanation": "The teacher asks whether the assumed every-four pattern really holds, explicitly checking fit to the structure.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Is the pattern just, just that? Whatever it was, is that the pattern, every four?", "turn_id": 28, "word_count": 15}, {"action": {"confidence": 0.94, "explanation": "\"Yeah\" is a brief confirmation of the teacher's question.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Yeah.", "turn_id": 29, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "\"Are you sure? Try it out and see\" directs them to test whether the proposed pattern fits the data.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Are you sure? Try it out and see.", "turn_id": 30, "word_count": 8}, {"action": {"confidence": 0.92, "explanation": "student_014 explains the leftover penny at the end because there are 1001 pennies.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_014", "text": "And then at the end, there is one penny, because there is 1001 pennies.", "turn_id": 31, "word_count": 14}, {"action": {"confidence": 0.88, "explanation": "Teacher says to see if that's the pattern, continuing to emphasize verification against the structure.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "See if that's the pattern. Okay, that's good, that's good.", "turn_id": 32, "word_count": 10}, {"action": {"confidence": 0.95, "explanation": "\"These are going to be pennies\" assigns coin value/meaning to a representation.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "These are going to be pennies.", "turn_id": 33, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "Teacher briefly receives the mapping, paraphrasing that they are all pennies at first.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, so they're all pennies at first.", "turn_id": 34, "word_count": 7}, {"action": {"confidence": 0.99, "explanation": "\"Triangle, dime\" maps a shape to a coin value.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "Triangle, dime.", "turn_id": 35, "word_count": 2}, {"action": {"confidence": 0.89, "explanation": "\"That's a triangle?\" asks about the meaning of the drawn representation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_011", "text": "That's a triangle?", "turn_id": 36, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "student_018 confirms triangle and adds \"heart equals quarter,\" mapping shapes to values.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "That's a triangle. Yes, heart equals quarter.", "turn_id": 37, "word_count": 7}, {"action": {"confidence": 0.71, "explanation": "\"Okay, now tell me what to do\" asks for direction on next collaborative action.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Okay, now tell me what to do. So every.", "turn_id": 38, "word_count": 9}, {"action": {"confidence": 0.97, "explanation": "\"For this, it's a nickel\" assigns value to a represented item.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_014", "text": "For this, it's a nickel.", "turn_id": 39, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "\"Dime\" continues assigning value to the next represented item.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_014", "text": "Dime.", "turn_id": 40, "word_count": 1}, {"action": {"confidence": 0.64, "explanation": "\"No, this is a...\" begins correcting/remapping the value of an item in the representation.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_014", "text": "No, this is a...", "turn_id": 41, "word_count": 4}, {"action": {"confidence": 0.85, "explanation": "student_018 directs the sequence of work: \"We have to do the nickels first.\"", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "No, we do. We have to do the nickels first.", "turn_id": 42, "word_count": 10}, {"action": {"confidence": 0.61, "explanation": "\"For real?\" is mainly an affective reaction rather than substantive reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_011", "text": "For real?", "turn_id": 43, "word_count": 2}, {"action": {"confidence": 0.77, "explanation": "\"Uh huh. Now, what do I do?\" asks for instruction about the next action on the shared work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Uh huh. Now, what do I do?", "turn_id": 44, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "\"And then, dime\" continues mapping the next shape/item to a coin value.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_014", "text": "And then, dime.", "turn_id": 45, "word_count": 3}, {"action": {"confidence": 0.67, "explanation": "\"Dime, now\" mainly repeats/receives the previous instruction or mapping.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Dime, now.", "turn_id": 46, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "\"Quarter\" assigns the next represented item's value.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_014", "text": "Quarter.", "turn_id": 47, "word_count": 1}, {"action": {"confidence": 0.76, "explanation": "\"You see that pattern?\" points to an emerging structural regularity in the sequence.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_014", "text": "You see that pattern?", "turn_id": 48, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "student_018 lists the sequence and asks \"What is the pattern?\" seeking help identifying structure.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_018", "text": "No, wait one. Circle, star, triangle, heart, circle, triangle, circle, heart, triangle, star, circle, heart. What is the pattern?", "turn_id": 49, "word_count": 19}, {"action": {"confidence": 0.96, "explanation": "student_014 proposes grouping into fours and then two different groups as the organizing structure.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_014", "text": "This grouping four... and one, two, three, four, these four. Okay, then, then I see two different groups. One with these and one with these.", "turn_id": 50, "word_count": 25}, {"action": {"confidence": 0.97, "explanation": "\"Okay\" is brief receipt.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_008", "text": "Okay.", "turn_id": 51, "word_count": 1}, {"action": {"confidence": 0.76, "explanation": "student_018 asks whether two groups are equal, checking structural equivalence.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "Ah, okay, should these two... are equal.", "turn_id": 52, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "\"So just 250 divided by two, please\" proposes the next method step based on the two-group structure.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_014", "text": "So just 250 divided by two, please.", "turn_id": 53, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "student_018 computes 250÷2, albeit incorrectly at first.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "Alright, 250 divided by two is 120.", "turn_id": 54, "word_count": 7}, {"action": {"confidence": 0.92, "explanation": "\"125\" corrects the mistaken quotient and marks the earlier 120 as wrong.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_014", "text": "125.", "turn_id": 55, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "student_018 revises and states the corrected computation, 250÷2=125.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "125, yeah. So, 250 divided by two would be 125.", "turn_id": 56, "word_count": 10}, {"action": {"confidence": 0.84, "explanation": "\"So 125 of this group, and then 125 of this group\" advances a tentative decomposition/count.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "So 125 of this group, and then 125 of this group.", "turn_id": 57, "word_count": 11}, {"action": {"confidence": 0.98, "explanation": "student_018 asks what 125 refers to—whether a certain drawn part equals 125.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "Huh, what's 125? This equals 125? Does this equal 125?", "turn_id": 58, "word_count": 10}, {"action": {"confidence": 0.91, "explanation": "\"No, 125 of the first\" clarifies the meaning of 125 as a count of groups.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_014", "text": "No, 125 of the first, then.", "turn_id": 59, "word_count": 6}, {"action": {"confidence": 0.71, "explanation": "student_018 interprets 125 as multiplying that group by 125 and asks for the next meaning/step.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "Oh, one, times that times 125. Okay, now what?", "turn_id": 60, "word_count": 9}, {"action": {"confidence": 0.53, "explanation": "\"Okay, so, this equals to\" introduces a forthcoming value for the group total.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "Okay, so, this equals to.", "turn_id": 61, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "The compliment about using shapes is social/evaluative rather than mathematical reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1005", "text": "I love the use of shapes guys.", "turn_id": 62, "word_count": 7}, {"action": {"confidence": 0.93, "explanation": "\"My brain stopped running\" is affective commentary about difficulty.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_014", "text": "Plus, eleven... okay, my brain stopped running.", "turn_id": 63, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "\"My brain's not running either\" is also affective commentary.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "My brain's not running either.", "turn_id": 64, "word_count": 5}, {"action": {"confidence": 0.79, "explanation": "\"35...37\" is working out the sum for one group's value.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_014", "text": "35... 37.", "turn_id": 65, "word_count": 2}, {"action": {"confidence": 0.88, "explanation": "\"Times 37?\" asks whether 37 is the quantity to be used next.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "Times 37?", "turn_id": 66, "word_count": 2}, {"action": {"confidence": 0.88, "explanation": "\"This is 37\" clarifies what value the current group represents.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_014", "text": "This is 37.", "turn_id": 67, "word_count": 3}, {"action": {"confidence": 0.86, "explanation": "\"This altogether, 37\" confirms the meaning of the grouped amount.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "This altogether, 37.", "turn_id": 68, "word_count": 3}, {"action": {"confidence": 0.83, "explanation": "\"And this is still 41\" identifies the value represented by the other group.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_014", "text": "And this is still 41.", "turn_id": 69, "word_count": 5}, {"action": {"confidence": 0.73, "explanation": "\"41\" continues clarifying the represented amount.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_014", "text": "41.", "turn_id": 70, "word_count": 1}, {"action": {"confidence": 0.71, "explanation": "student_018 repeats \"41...41\" as a brief receipt of the values.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "41... 41.", "turn_id": 71, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "\"So, do 41 times 125\" proposes the next computational method.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_014", "text": "So, do 41 times 125.", "turn_id": 72, "word_count": 5}, {"action": {"confidence": 0.92, "explanation": "\"So, yeah, then add them together\" extends the method by combining results.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_014", "text": "So, yeah, then add them together.", "turn_id": 73, "word_count": 6}, {"action": {"confidence": 0.7, "explanation": "student_018 starts calculating and states an intermediate sum/product \"82.\"", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "Okay, okay. Hold on, 82.", "turn_id": 74, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "\"Where did you get 82?\" asks what the intermediate number refers to.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_014", "text": "Where did you get 82?", "turn_id": 75, "word_count": 5}, {"action": {"confidence": 0.85, "explanation": "student_018 explains they added the two equal numbers and asks if that reasoning is allowed.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "I added these two up because they're the same number. So, we can do that right or no?", "turn_id": 76, "word_count": 18}, {"action": {"confidence": 0.76, "explanation": "student_011 objects that the operation is wrong: \"you would have to divide the two.\"", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_011", "text": "But you would have to divide the two.", "turn_id": 77, "word_count": 8}, {"action": {"confidence": 0.96, "explanation": "\"Good point\" briefly accepts the peer's correction.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Good point.", "turn_id": 78, "word_count": 2}, {"action": {"confidence": 0.89, "explanation": "student_014 reminds them that 125 is the number of those groups, clarifying its meaning.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_014", "text": "You know there are 125 of them, right?", "turn_id": 79, "word_count": 8}, {"action": {"confidence": 0.8, "explanation": "\"Yeah, so I wouldn't do\" indicates abandoning the previous incorrect operation.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, so I wouldn't do.", "turn_id": 80, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "\"125 multiplied by 41\" states the corrected method to use.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_014", "text": "125 multiplied by 41.", "turn_id": 81, "word_count": 4}, {"action": {"confidence": 0.83, "explanation": "student_018 asks again about the operation involving 125, seeking clarification.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_018", "text": "Wait, 125 divided by what?", "turn_id": 82, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "student_014 repeats the intended method: multiply 125 by 41.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_014", "text": "125 multiplied by 41.", "turn_id": 83, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "\"Okay\" is brief acceptance of the method.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Okay.", "turn_id": 84, "word_count": 1}, {"action": {"confidence": 0.75, "explanation": "student_011 suggests \"And then just do times two. Yeah, no,\" immediately retracting that idea and thus revising the method.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_011", "text": "And then just do times two. Yeah, no.", "turn_id": 85, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "student_018 says they get it now, a brief uptake move.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "I know I get, I get, I get it. Yeah.", "turn_id": 86, "word_count": 10}, {"action": {"confidence": 0.72, "explanation": "\"Yeah, no\" is minimal uptake without adding substance.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_011", "text": "Yeah, no.", "turn_id": 87, "word_count": 2}, {"action": {"confidence": 0.79, "explanation": "student_018 performs the multiplication algorithm for 125×41 and includes incidental shirt comment at the end.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "That's right, yeah? Oh, no, x, four, 520. Nope, twenty, four, two, ten. Four, one, one, five. Five, eight, one, five. Perfect. Oh, did I just draw on you? You have a blue dot on your shirt now, sorry.", "turn_id": 88, "word_count": 39}, {"action": {"confidence": 0.97, "explanation": "student_011 points out a specific multiplication error: one times 125 cannot equal 185.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_011", "text": "Well, how is one times 125 equal 185?", "turn_id": 89, "word_count": 8}, {"action": {"confidence": 0.96, "explanation": "student_018 states a tentative product, \"125 times 41 equals 5185.\"", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_018", "text": "No, look 125 times 41 equals 5185.", "turn_id": 90, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "student_014's \"Okay\" is brief receipt.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Okay.", "turn_id": 91, "word_count": 1}, {"action": {"confidence": 0.68, "explanation": "student_018 continues arithmetic with doubling/carrying steps while trying to proceed from 5185.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "Five, one, eight, five, two. Wait,  five times two is ten. Two times eight is 16.", "turn_id": 92, "word_count": 16}, {"action": {"confidence": 0.56, "explanation": "student_014 says \"125,\" likely repeating the factor as brief correction/receipt.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "125.", "turn_id": 93, "word_count": 1}, {"action": {"confidence": 0.8, "explanation": "\"Let me do my work\" manages participation and control of the shared calculation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Ah, ah. Let me do my work, three.", "turn_id": 94, "word_count": 8}, {"action": {"confidence": 0.97, "explanation": "\"Why are we multiplying by 2?\" asks for the meaning/purpose of that step.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_014", "text": "Why are we multiplying by 2?", "turn_id": 95, "word_count": 6}, {"action": {"confidence": 0.88, "explanation": "student_018 explains their rationale: because there are two of these groups.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "I don't know because, because there are two of these.", "turn_id": 96, "word_count": 10}, {"action": {"confidence": 0.83, "explanation": "\"Yeah, but there are 1001 coins\" points back to the overall task constraint.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_014", "text": "Yeah, but there are 1001 coins.", "turn_id": 97, "word_count": 6}, {"action": {"confidence": 0.66, "explanation": "\"I'm just doing what you told me\" is more interpersonal/affective than mathematical reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "I don't know. I'm just doing what you told me", "turn_id": 98, "word_count": 10}, {"action": {"confidence": 0.94, "explanation": "student_014 explains why multiplying by 2 is inappropriate, relating 125 to specific groups within 1001 coins.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_014", "text": "And there are 125 groups of that specific amount of coins. So why are you multiplying it by two?", "turn_id": 99, "word_count": 19}, {"action": {"confidence": 0.82, "explanation": "student_018 restates their rationale that there are two groups, attempting to justify the step.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "Because there are two of these groups.", "turn_id": 100, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "student_014 clarifies the goal is total cents in 1001 coins, not just the two pictured groups.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_014", "text": "We're not finding out these two groups specifically, we're finding out how much cents are in those 1001 coins.", "turn_id": 101, "word_count": 19}, {"action": {"confidence": 0.67, "explanation": "\"Yeah, but we need to figure out, okay\" is partial acceptance without substantive advance.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, but we need to figure out, okay.", "turn_id": 102, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "Teacher asks whether the drawn structure is what happens with 12 items, checking consistency with a smaller case.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So is this, is this what happens with 12 of them?", "turn_id": 103, "word_count": 11}, {"action": {"confidence": 0.96, "explanation": "\"Yeah\" is brief confirmation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Yeah.", "turn_id": 104, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Teacher's \"Okay\" is simple receipt.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay.", "turn_id": 105, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "student_014 suggests focusing on figuring out what happens with eight of them as the next step.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_014", "text": "We just need to figure out what happens with eight of them.", "turn_id": 106, "word_count": 12}, {"action": {"confidence": 0.97, "explanation": "Teacher asks why they only need to figure out eight, requesting justification of the strategy.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "I wonder, why don't, why do you just have to figure out eight?", "turn_id": 107, "word_count": 13}, {"action": {"confidence": 0.95, "explanation": "student_014 explains the 250 total groups and 125 of each subgroup, justifying multiplying 41 by 125.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_014", "text": "Like we have to figure out how much is in here. So we know there are 250 groups in total. So 125, of each of these two different groups. So we have to multiple 41 times 125.", "turn_id": 108, "word_count": 37}, {"action": {"confidence": 0.98, "explanation": "Teacher asks how they know there are 125 of those groups, seeking explanation.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So how, how do you know there's 125 of those groups? How do you know that?", "turn_id": 109, "word_count": 16}, {"action": {"confidence": 0.93, "explanation": "student_014 explains that the group pattern repeats alternately, giving the basis for 125 of each.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_014", "text": "Because it's a pattern, this group, and then this group, and then this group, and then this group again.", "turn_id": 110, "word_count": 19}, {"action": {"confidence": 0.98, "explanation": "student_018 again asks where 125 came from, seeking understanding.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_018", "text": "But, where'd you get 125 from?", "turn_id": 111, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "student_014 self-corrects from \"250 divided by 41\" to \"250 divided by two,\" revising the step.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_014", "text": "250 divided by 41... I mean 250 divided by two.", "turn_id": 112, "word_count": 10}, {"action": {"confidence": 0.99, "explanation": "\"Where'd you get 250 from?\" asks for explanation of that quantity.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_018", "text": "Where'd you get 250 from?", "turn_id": 113, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "student_014 explains 250 comes from 1000 divided by 4 because there are four coins per group.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_014", "text": "250 because 1000 divided by four because there are four coins.", "turn_id": 114, "word_count": 11}, {"action": {"confidence": 0.91, "explanation": "Teacher asks them to hold on because they keep walking in front, managing the physical interaction.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, so you're saying, wait, hold on, you keep walking in front of me.", "turn_id": 115, "word_count": 14}, {"action": {"confidence": 0.91, "explanation": "\"Sorry\" is brief interpersonal receipt/apology.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Sorry.", "turn_id": 116, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher asks them to describe what happens after one group and another, probing the repeating structure.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, so you're saying this group, and then this group, and you keep erasing, and this group, and then what happens?", "turn_id": 117, "word_count": 21}, {"action": {"confidence": 0.95, "explanation": "\"This group repeats\" proposes the structural model of repetition.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_018", "text": "This group repeats.", "turn_id": 118, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Teacher tells them to see if it repeats, asking them to test the proposed pattern.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "This group again? Okay, well see, see if it does.", "turn_id": 119, "word_count": 10}, {"action": {"confidence": 0.97, "explanation": "\"Okay\" is simple uptake.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Okay.", "turn_id": 120, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "\"Go do some more\" directs continued work on the shared task.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Go do some more.", "turn_id": 121, "word_count": 4}, {"action": {"confidence": 0.83, "explanation": "\"This might take awhile\" is affective/process commentary rather than substantive math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_014", "text": "This might take awhile.", "turn_id": 122, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Teacher instructs them to be nice about it, managing collaboration tone.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, be nice about it. Be nice about it.", "turn_id": 123, "word_count": 9}, {"action": {"confidence": 0.97, "explanation": "\"Okay\" acknowledges the teacher's guidance.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Okay.", "turn_id": 124, "word_count": 1}, {"action": {"confidence": 0.72, "explanation": "Teacher comments on how the drawings look like hearts, a light side remark not advancing reasoning.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_009", "text": "You know, don't like, cause those kind of look like hearts,", "turn_id": 125, "word_count": 11}, {"action": {"confidence": 0.76, "explanation": "\"Yeah, my circle\" is a playful/artifact comment about the drawing.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, my circle.", "turn_id": 126, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "\"Alright\" is minimal receipt.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Alright.", "turn_id": 127, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "student_018 asks whether to erase and redo the work, managing the shared workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Should I just erase all this and redo it?", "turn_id": 128, "word_count": 9}, {"action": {"confidence": 0.99, "explanation": "Teacher says not to erase, directing workspace actions.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "No, no, no.", "turn_id": 129, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Teacher tells one student to help the other figure out what comes next and test the sequence, coordinating participation and board work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "All right, okay, so help her figure out what comes next and see, see what happens. You're saying it goes this, this, this, this.", "turn_id": 130, "word_count": 24}, {"action": {"confidence": 0.96, "explanation": "\"Yeah\" briefly confirms.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Yeah.", "turn_id": 131, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "Teacher restates the mapping idea that they are all pennies at first.", "name": "mapping_representation_to_values"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, see if that happens. Okay, so they're all pennies at first.", "turn_id": 132, "word_count": 12}, {"action": {"confidence": 0.96, "explanation": "\"Okay\" is simple receipt.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Okay.", "turn_id": 133, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher asks whether a particular symbol is nickel, checking the meaning of the representation.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So, so it was, is this nickel?", "turn_id": 134, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "\"That's nickel\" maps that symbol to coin value.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "That's nickel.", "turn_id": 135, "word_count": 2}, {"action": {"confidence": 0.85, "explanation": "Teacher iterates through multiple nickels while building/extending the shared pattern representation.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, so nickel, that was a nickel, nickel, nickel, nickel, nickel, nickel.", "turn_id": 136, "word_count": 12}, {"action": {"confidence": 0.81, "explanation": "student_014 repeats \"Nickel\" as brief receipt/confirmation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Nickel.", "turn_id": 137, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Teacher continues building the sequence with dimes and counting positions on the representation.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Nickel, nickel, and nickel. Okay, all right, so now a dime. Okay, so dime, dime, dime, one, two, dime. That changed, one, two, dime. What's your dime?", "turn_id": 138, "word_count": 27}, {"action": {"confidence": 0.89, "explanation": "\"Triangle\" identifies the symbol used for dimes in the representation.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "Triangle.", "turn_id": 139, "word_count": 1}, {"action": {"confidence": 0.83, "explanation": "Teacher says \"And dime,\" reinforcing the symbol-to-value mapping.", "name": "mapping_representation_to_values"}, "role": "teacher", "speaker_id": "teacher_009", "text": "And dime.", "turn_id": 140, "word_count": 2}, {"action": {"confidence": 0.78, "explanation": "\"Nope, nope, nope, dime\" directs correction of what is being written/drawn.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Nope, nope, nope, dime, mm-hmm.", "turn_id": 141, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "\"Wait, this is a dime?\" asks about the meaning of a particular mark.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "Wait, this is a dime?", "turn_id": 142, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Teacher clarifies which position is the dime.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "This one's a dime, one, two, three. This is a dime.", "turn_id": 143, "word_count": 11}, {"action": {"confidence": 0.62, "explanation": "\"And then\" is a minimal continuation receipt.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "And then.", "turn_id": 144, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "Teacher asks where it is repeating after constructing the quarter positions, checking the pattern fit.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, all right now, quarter. Four, four, four, four, four. Okay, all right. So now let's see where is, where is it repeating?", "turn_id": 145, "word_count": 23}, {"action": {"confidence": 0.86, "explanation": "student_018 explains that two groups add to the same amount of coins, justifying equivalence of the groups.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "So these add up to the same amount. Sorry, these two groups equal the same amount, of coins. So right here, these two can be the same.", "turn_id": 146, "word_count": 27}, {"action": {"confidence": 0.92, "explanation": "Teacher's \"Oh\" is brief uptake.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh.", "turn_id": 147, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "student_018 identifies a specific subsequence and says these two are the same, proposing a structural repeat/equivalence.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_018", "text": "Circle, triangle, circle, heart. Okay, these two are the same.", "turn_id": 148, "word_count": 10}, {"action": {"confidence": 0.84, "explanation": "student_011 points out another pair that are the same, extending the structural observation.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_011", "text": "You know, these two are the same too.", "turn_id": 149, "word_count": 8}, {"action": {"confidence": 0.88, "explanation": "student_018 objects that those are different patterns, explicitly challenging the claimed sameness.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_018", "text": "Hold on, these two are different patterns, though. This one.", "turn_id": 150, "word_count": 10}, {"action": {"confidence": 0.9, "explanation": "Teacher asks what they think will happen next, prompting explanation/prediction of the structure.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So what do you think's gonna happen next?", "turn_id": 151, "word_count": 8}, {"action": {"confidence": 0.6, "explanation": "\"Wait\" is a brief hold/uptake move.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Wait.", "turn_id": 152, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Teacher says they will break them up so the purple marks are visible, modifying the representation.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "What do you think's gonna happen next? So you have, I'm just gonna break them up, so we can see the purple.", "turn_id": 153, "word_count": 22}, {"action": {"confidence": 0.93, "explanation": "Teacher asks again what comes next after listing several grouped items, seeking a predicted continuation.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, so you got that guy, that guy, that guy, that guy, that guy. What's gonna happen next? What do you think?", "turn_id": 154, "word_count": 22}, {"action": {"confidence": 0.61, "explanation": "\"Wait, wait\" is a brief interactional hold.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Wait, wait.", "turn_id": 155, "word_count": 2}, {"action": {"confidence": 0.8, "explanation": "\"I think it would probably be this one\" advances a tentative next item/group.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_018", "text": "I think it would probably be this one.", "turn_id": 156, "word_count": 8}, {"action": {"confidence": 0.84, "explanation": "student_014 says some ones are different, challenging the prior grouping claim.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_014", "text": "Wait, these ones are different.", "turn_id": 157, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Teacher asks which ones are different, seeking specificity about the diagnosed issue.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Which ones are different?", "turn_id": 158, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "\"These two are different\" specifies the discrepancy between groups.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_014", "text": "These two are different.", "turn_id": 159, "word_count": 4}, {"action": {"confidence": 0.96, "explanation": "Teacher confirms: \"Yeah, they're different.\"", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Yeah, they're different.", "turn_id": 160, "word_count": 3}, {"action": {"confidence": 0.88, "explanation": "student_018 argues that although different, they have the same amount, giving rationale for equivalence.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "But they're the same amount. They're the same amount.", "turn_id": 161, "word_count": 9}, {"action": {"confidence": 0.89, "explanation": "Teacher asks whether those two are the same, checking equivalence within constraints.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "These two are the same, right?", "turn_id": 162, "word_count": 6}, {"action": {"confidence": 0.9, "explanation": "student_011 confirms the sameness briefly.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_011", "text": "Yeah, these two are the same.", "turn_id": 163, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Teacher asks what, if anything, is the same with another group, probing structure.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "What about is anything the same with this one?", "turn_id": 164, "word_count": 9}, {"action": {"confidence": 0.89, "explanation": "student_018 identifies one group's value as 37, clarifying what that group represents numerically.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "37, this one's 37. No, no, this one's 37 right? Yes.", "turn_id": 165, "word_count": 11}, {"action": {"confidence": 0.97, "explanation": "Teacher's \"Okay\" is simple receipt.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay.", "turn_id": 166, "word_count": 1}, {"action": {"confidence": 0.86, "explanation": "student_018 says one group is the same as another, proposing another repeated relation in the structure.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_018", "text": "And now, this one. One, two, is the same as this one.", "turn_id": 167, "word_count": 12}, {"action": {"confidence": 0.98, "explanation": "Teacher asks for the whole repeating pattern, requesting a fuller structural explanation.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So, what do you think whole pattern is that repeats?", "turn_id": 168, "word_count": 10}, {"action": {"confidence": 0.97, "explanation": "student_018 proposes candidate numeric patterns like \"41, 37, 41, 37\" then revises to a longer sequence, explicitly modeling the pattern.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_018", "text": "I think it is 41, 37, 41, 37. No actually, 41, 37, 41, 41, 37, 41, 41, 37, 41.", "turn_id": 169, "word_count": 19}, {"action": {"confidence": 0.96, "explanation": "Teacher presses: \"Oh, so what's the pattern?\" asking for the structural rule.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, so what's the pattern?", "turn_id": 170, "word_count": 5}, {"action": {"confidence": 0.75, "explanation": "student_014 suggests dividing by three as the next method step.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_014", "text": "Okay, we have to divide this by three.", "turn_id": 171, "word_count": 8}, {"action": {"confidence": 0.69, "explanation": "\"Hold on, find the pattern, three\" directs attention/order of work toward identifying the pattern first.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Hold on, find the pattern, three.", "turn_id": 172, "word_count": 6}, {"action": {"confidence": 0.91, "explanation": "Teacher asks student_008 if they understand where the pattern numbers come from and to explain those numbers' origins.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "I like that you wrote pattern. student_008, do you get where, where the pattern is coming from? Tell me how they're getting those numbers?", "turn_id": 173, "word_count": 24}, {"action": {"confidence": 0.92, "explanation": "student_008 explains that they broke it up, matched shapes, and counted cents, giving the rationale for the numbers.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_008", "text": "Because like, they broke it up, and then um, like, they broke it up and then like putting them to shapes to match them. And then like they count the cents of each.", "turn_id": 174, "word_count": 33}, {"action": {"confidence": 0.99, "explanation": "Teacher asks specifically what 37 means.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "And so, what's 37, what does that mean?", "turn_id": 175, "word_count": 8}, {"action": {"confidence": 0.98, "explanation": "\"37 cents\" gives the meaning of the intermediate number.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_008", "text": "37 cents.", "turn_id": 176, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Teacher restates that this is 37 cents, confirming the quantity's meaning.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, so this is 37 cents.", "turn_id": 177, "word_count": 6}, {"action": {"confidence": 0.92, "explanation": "\"Okay, good job\" is brief evaluative receipt.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, good job.", "turn_id": 178, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Teacher asks when the pattern ends, checking how the pattern aligns with the total length of the problem.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, you guys are doing so well. Okay, so you know, when does this end, when does this pattern end?", "turn_id": 179, "word_count": 20}, {"action": {"confidence": 0.87, "explanation": "student_018 tentatively answers: it ends at 1001.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_018", "text": "At 1001.", "turn_id": 180, "word_count": 2}, {"action": {"confidence": 0.83, "explanation": "Teacher's \"Really?\" challenges whether that claim fits the problem constraints.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Really?", "turn_id": 181, "word_count": 1}, {"action": {"confidence": 0.76, "explanation": "\"To 1001 pennies\" restates the problem's total quantity as a constraint.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_018", "text": "To 1001 pennies.", "turn_id": 182, "word_count": 3}, {"action": {"confidence": 0.9, "explanation": "student_014 corrects \"pennies\" to the more accurate \"coins.\"", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_014", "text": "Well, coins.", "turn_id": 183, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Teacher asks how many numbers are in the pattern and how they will figure that out, eliciting method clarification.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Coins. Okay, so how many numbers are in your pattern then, how are you going to figure that out?", "turn_id": 184, "word_count": 19}, {"action": {"confidence": 0.95, "explanation": "\"We can divide this by four\" proposes a method to determine the number of pattern units.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_014", "text": "We can divide this by four.", "turn_id": 185, "word_count": 6}, {"action": {"confidence": 0.73, "explanation": "student_018 proposes figuring out how many 41s fit in, another possible method approach.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_018", "text": "We can figure out how many forty-ones in.", "turn_id": 186, "word_count": 8}, {"action": {"confidence": 0.96, "explanation": "Teacher says to keep going, directing continued work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, all right. Keep going. Keep going.", "turn_id": 187, "word_count": 7}, {"action": {"confidence": 0.86, "explanation": "student_018 reasons that if each section has four, they need to determine how many sections are needed.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "If each section has four, how many sections do we need?", "turn_id": 188, "word_count": 11}, {"action": {"confidence": 0.8, "explanation": "\"150 sections\" is a tentative answer for the number of sections.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "150 sections.", "turn_id": 189, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "student_018 asks whether they can erase the pattern work, managing the shared workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "150. Can I erase this whole pattern thing, or should we keep it?", "turn_id": 190, "word_count": 13}, {"action": {"confidence": 0.94, "explanation": "student_014 corrects the prior section count from 150 to 250.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_014", "text": "250, actually.", "turn_id": 191, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "student_018 accepts and repeats the corrected 250 sections.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "250 sections. Sorry.", "turn_id": 192, "word_count": 3}, {"action": {"confidence": 0.93, "explanation": "student_014 explains removing the one final coin so they can work with 1000 first.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_014", "text": "1001, let's just take out that one for the coin that goes at the end.", "turn_id": 193, "word_count": 15}, {"action": {"confidence": 0.83, "explanation": "\"250... sections\" is a brief repetition/receipt of the corrected quantity.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "250... sections.", "turn_id": 194, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "student_018 again asks whether to erase the pattern, a workspace-management move.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Okay. Now we have four coins per pattern. Can I erase these pattern, this pattern right here, or should we keep it?", "turn_id": 195, "word_count": 22}, {"action": {"confidence": 0.95, "explanation": "student_014 says to keep it for visual support, directing artifact use.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_014", "text": "We should keep it for visual.", "turn_id": 196, "word_count": 6}, {"action": {"confidence": 0.72, "explanation": "\"Now, for now\" lightly confirms the decision.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Now, for now.", "turn_id": 197, "word_count": 3}, {"action": {"confidence": 0.73, "explanation": "student_018 says they are organizing and noting \"At the end, add one,\" altering how the work is laid out.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_018", "text": "At the end, add one. Hold on, I'm just gonna... I'm just organizing. At the end.", "turn_id": 198, "word_count": 16}, {"action": {"confidence": 0.94, "explanation": "\"41, 37, 41, 41\" proposes the start of the numerical pattern.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_014", "text": "41, 37, 41, 41", "turn_id": 199, "word_count": 4}, {"action": {"confidence": 0.8, "explanation": "\"Isn't it a pattern?\" asks whether the sequence qualifies as a pattern.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_011", "text": "Isn't it a pattern?", "turn_id": 200, "word_count": 4}, {"action": {"confidence": 0.85, "explanation": "student_018 checks whether working with 1000 instead of 1001 is appropriate for the current reasoning.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "Cause we're doing this without one, oh, wait we are right, or are we not, because we're just doing it as, we're working with 1000.", "turn_id": 201, "word_count": 25}, {"action": {"confidence": 0.86, "explanation": "student_014 asks to circle 41 and 37 and lists values, directing a refinement of the written representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_014", "text": "Can you circle this? 40. No, 41 and 37. So, there's 41 and 37 and then 41 and 44.", "turn_id": 202, "word_count": 19}, {"action": {"confidence": 0.96, "explanation": "\"41 and 44. Where'd you get 44?\" asks for clarification of an apparent mistaken value.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_018", "text": "41 and 44. Where'd you get 44?", "turn_id": 203, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "student_014 corrects 44 to 41.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_014", "text": "I mean 41 and 41.", "turn_id": 204, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "\"Okay, okay\" is brief receipt of the correction.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Okay, okay.", "turn_id": 205, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "student_014 continues laying out the repeating sequence of 37s and 41s as a structural model.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_014", "text": "And then 37 and 41 and then 41 and 37 and then 41, 41.", "turn_id": 206, "word_count": 14}, {"action": {"confidence": 0.98, "explanation": "student_014 explicitly states the candidate pattern sequence at length.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_014", "text": "Okay. So, I think this pattern, 41, 37, 41, 41, 37, 41, 41, 37, 41, 41.", "turn_id": 207, "word_count": 16}, {"action": {"confidence": 0.99, "explanation": "\"Erase this\" directs a workspace action.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Erase this.", "turn_id": 208, "word_count": 2}, {"action": {"confidence": 0.86, "explanation": "\"So, there are three different ones\" proposes a structural classification of the pattern.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_014", "text": "So, there are three different ones.", "turn_id": 209, "word_count": 6}, {"action": {"confidence": 0.81, "explanation": "student_011 offers an alternative characterization: really the 41 and 37.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_011", "text": "Well, technically, the 41 and 37.", "turn_id": 210, "word_count": 6}, {"action": {"confidence": 0.94, "explanation": "student_014 refines the model to two types: 41/37 and 41/41.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_014", "text": "So there are, basically, two different ones. There's 41 and 37, and 41 and 41.", "turn_id": 211, "word_count": 15}, {"action": {"confidence": 0.9, "explanation": "student_018 asks whether they are using commutative property/addition or multiplication/division, seeking method clarification.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_018", "text": "No, there's three different ones. There's 37, oh wait, yeah. Are we doing, are you using the commutative property? Is this all using addition? Or is it, or are using like multiplication or division? Hold on, how many.", "turn_id": 212, "word_count": 38}, {"action": {"confidence": 0.93, "explanation": "student_014 states that the 41 and 41 combination appears every four sets, proposing a rule for the structure.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_014", "text": "The 41 and 41 appears every four, every four sets of numbers. So if you do.", "turn_id": 213, "word_count": 16}, {"action": {"confidence": 0.77, "explanation": "student_018 notes they still need to figure out the last one at the end, identifying an important remaining task element.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_018", "text": "Wait, we had to figure out, what the last, what the last... wait a minute, hold on. Wait a", "turn_id": 214, "word_count": 19}, {"action": {"confidence": 0.84, "explanation": "student_014 suggests leaving the last one to figure out later.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_014", "text": "We can figure out the last one last.", "turn_id": 215, "word_count": 8}, {"action": {"confidence": 0.88, "explanation": "student_018 cites wording about starting at the end line, focusing on problem instructions/constraints.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_018", "text": "End of the line. It says starting at the end line, not at the beginning of the line.", "turn_id": 216, "word_count": 18}, {"action": {"confidence": 0.93, "explanation": "\"What?\" requests clarification of the prior statement.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_011", "text": "What?", "turn_id": 217, "word_count": 1}, {"action": {"confidence": 0.91, "explanation": "student_018 repeats the instruction about starting at the end of the line, restating the task text.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_018", "text": "It says, starting at the end of the line, not at the beginning of the line.", "turn_id": 218, "word_count": 16}, {"action": {"confidence": 0.89, "explanation": "student_014 corrects the wording to \"starting at one end of the line,\" clarifying the task condition.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_014", "text": "Starting at one end of the line.", "turn_id": 219, "word_count": 7}, {"action": {"confidence": 0.91, "explanation": "student_018 accepts the clarification and notes relief.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Oh, okay, okay, it's fine. Then I go back to the beginning. Okay, okay, sorry, I got really scared there.", "turn_id": 220, "word_count": 20}, {"action": {"confidence": 0.92, "explanation": "student_014 proposes dividing 250 by four because the 41,41 configuration appears every four sections.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_014", "text": "So you have to do 250, divided by four, since 41, 41 appears every four different sections of the dollar.", "turn_id": 221, "word_count": 20}, {"action": {"confidence": 0.63, "explanation": "\"Wait. So first.\" is a brief hold/uptake move before continuing.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Wait. So first.", "turn_id": 222, "word_count": 3}, {"action": {"confidence": 0.9, "explanation": "student_018 asks how they get 1000 divided by 4.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_018", "text": "We have, how do we get, how many, what's 1000 divided by four?", "turn_id": 223, "word_count": 13}, {"action": {"confidence": 0.72, "explanation": "student_011 notes that they already did it and gives the result, mostly as brief uptake.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_011", "text": "We already did that, 250.", "turn_id": 224, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "student_018 states the calculation result: 1000 divided by four is 250.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "Okay, so, 1000 divided by four is 250. Hold on.", "turn_id": 225, "word_count": 10}, {"action": {"confidence": 0.95, "explanation": "student_014 proposes the next step of 250 divided by four based on the repeating sets.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_014", "text": "So we should do 250 divided by four. Since 41, 41 appears every four sets of numbers.", "turn_id": 226, "word_count": 17}, {"action": {"confidence": 0.89, "explanation": "student_018 considers an alternate plan: use the 250 groups directly and figure them out.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_018", "text": "Okay, hold on. Or should we get 250 and figure out 250 groups, or no. Because what we could do is we could figure out the 250 groups.", "turn_id": 227, "word_count": 28}, {"action": {"confidence": 0.85, "explanation": "Teacher's \"Okay, how we doing?\" checks on group progress/activity state rather than mathematical content itself.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, how we doing?", "turn_id": 228, "word_count": 4}, {"action": {"confidence": 0.88, "explanation": "\"Pretty good\" is a brief response about progress.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Pretty good.", "turn_id": 229, "word_count": 2}, {"action": {"confidence": 0.69, "explanation": "Teacher's \"Yeah?\" prompts them to elaborate their progress.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Yeah?", "turn_id": 230, "word_count": 1}, {"action": {"confidence": 0.74, "explanation": "student_018 says they have all the numbers and just need the remaining step, summarizing current known elements.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_018", "text": "We just need to, we have all the numbers.", "turn_id": 231, "word_count": 9}, {"action": {"confidence": 0.93, "explanation": "student_014 again proposes 250 divided by four because of four different sets.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_014", "text": "We only have to do 250 divided by four, since there are four different sets.", "turn_id": 232, "word_count": 15}, {"action": {"confidence": 0.96, "explanation": "Teacher asks to repeat the explanation.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "I'm sorry, say it again.", "turn_id": 233, "word_count": 5}, {"action": {"confidence": 0.67, "explanation": "student_014 starts to restate but changes the number, indicating a revision in the proposed computation.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_014", "text": "We have to do 450 divided by.", "turn_id": 234, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "Teacher questions the incorrect 450, explicitly flagging a likely error.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Why, why 450?", "turn_id": 235, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "student_018 corrects it to 250.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_018", "text": "It'd be 250.", "turn_id": 236, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Teacher asks \"250 divided by?\" requesting completion/clarification of the method.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "250 divided by?", "turn_id": 237, "word_count": 3}, {"action": {"confidence": 0.84, "explanation": "student_014 changes the divisor to three, revising the method.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_014", "text": "Oh, yeah, three.", "turn_id": 238, "word_count": 3}, {"action": {"confidence": 0.8, "explanation": "student_014 then suggests perhaps writing all 1001 coins instead, changing approach again.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_014", "text": "Well, or we have to write all of this, 1001 coins.", "turn_id": 239, "word_count": 11}, {"action": {"confidence": 0.83, "explanation": "Teacher says \"250 divided by three, somebody do that,\" directing execution of the currently proposed method.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, alright, so 250 divided by three, somebody do that.", "turn_id": 240, "word_count": 10}, {"action": {"confidence": 0.96, "explanation": "\"Help her out\" coordinates peer assistance.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Help her out, help her out.", "turn_id": 241, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "student_014 notes the quotient is repeating, signaling a problem with the divisibility/fit of the method.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_014", "text": "I think it's a repeating number.", "turn_id": 242, "word_count": 6}, {"action": {"confidence": 0.69, "explanation": "Teacher notes they will need to figure out what to do with the repeating decimal, implying adjustment of the method.", "name": "revising_the_method_or_answer"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, hmm, we'll have to figure out what to do with that.", "turn_id": 243, "word_count": 12}, {"action": {"confidence": 0.9, "explanation": "student_011 confirms that it is a repeating number.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_011", "text": "Oh, yeah, that's a repeating number.", "turn_id": 244, "word_count": 6}, {"action": {"confidence": 0.51, "explanation": "\"Three, hold on\" is part of working through the division result.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "Three, hold on.", "turn_id": 245, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Teacher asks whether 83 means there are 83 of these, probing the meaning of the quotient.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "83, so are there 83 of these?", "turn_id": 246, "word_count": 7}, {"action": {"confidence": 0.65, "explanation": "\"It is. So we can do\" briefly accepts the teacher's interpretation before continuing.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "It is. So we can do.", "turn_id": 247, "word_count": 6}, {"action": {"confidence": 0.88, "explanation": "student_014 describes the three-group structure in terms of 41,37 and 41,41 and 37,41.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_014", "text": "There's three different groups, 41, 37, 41, 41, and then 37, 41.", "turn_id": 248, "word_count": 12}, {"action": {"confidence": 0.55, "explanation": "\"That's where we would get\" is a partial uptake/continuation without a complete new idea.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "That's where we would get.", "turn_id": 249, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Teacher's \"Okay\" is brief receipt.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay.", "turn_id": 250, "word_count": 1}, {"action": {"confidence": 0.58, "explanation": "\"We only go to the first two digits\" refers to handling the decimal result numerically.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "We only go to the first two digits.", "turn_id": 251, "word_count": 8}, {"action": {"confidence": 0.6, "explanation": "Teacher's \"So there's 80\" is a brief uptake of the quotient discussion.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So there's 80.", "turn_id": 252, "word_count": 3}, {"action": {"confidence": 0.74, "explanation": "student_014 notes \"these two are equal,\" evaluating equivalence within the structure.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_014", "text": "Well, these two are equal.", "turn_id": 253, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Teacher asks whether the 83 corresponds to 83 different groups of those three pieces.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay. So there are 83 different groups of this? Is that what you're saying, these three?", "turn_id": 254, "word_count": 16}, {"action": {"confidence": 0.96, "explanation": "\"Yeah\" confirms the interpretation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Yeah.", "turn_id": 255, "word_count": 1}, {"action": {"confidence": 0.85, "explanation": "Teacher asks them to find how much money that whole grouped chunk is, directing the next solution step.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, how much money is all this?", "turn_id": 256, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "Teacher coordinates roles, suggesting who can be the Scarecrow.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Get the Scarecrow, or you could be the Scarecrow. You can switch.", "turn_id": 257, "word_count": 12}, {"action": {"confidence": 0.88, "explanation": "student_018 says the peer should explain because they don't know the thinking, managing participation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Okay, but I don't know what you're thinking. So you can.", "turn_id": 258, "word_count": 11}, {"action": {"confidence": 0.94, "explanation": "Teacher says \"Okay, say it,\" directing the peer to explain aloud.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, say it.", "turn_id": 259, "word_count": 3}, {"action": {"confidence": 0.65, "explanation": "student_014 starts adding up the grouped 41s numerically: \"123 forty-ones...\"", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_014", "text": "41, 41, 3, 123 forty-ones in a group.", "turn_id": 260, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "Teacher corrects the count of forty-ones, saying there are four rather than three.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_009", "text": "I think there's four forty-ones.", "turn_id": 261, "word_count": 5}, {"action": {"confidence": 0.64, "explanation": "\"I don't understand this\" expresses confusion affectively rather than asking a specific clarifying question.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "I don't understand this.", "turn_id": 262, "word_count": 4}, {"action": {"confidence": 0.92, "explanation": "student_014 lists the components: four 41s and two 37s, assembling the arithmetic for the chunk total.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_014", "text": "Four forty-ones, 37, 37.", "turn_id": 263, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Teacher explains to student_018 that student_014 is adding all the numbers in the group.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, so student_014 is adding up all of these numbers in this group.", "turn_id": 264, "word_count": 13}, {"action": {"confidence": 0.97, "explanation": "\"Oh, okay, okay, okay\" shows understanding/receipt.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Oh, okay, okay, okay.", "turn_id": 265, "word_count": 4}, {"action": {"confidence": 0.77, "explanation": "student_018 interprets the move as figuring out how many groups of three there are, focusing on what the number means.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "Now you're trying to figure out how many threes there are. Oh, we figure that out there's.", "turn_id": 266, "word_count": 17}, {"action": {"confidence": 0.91, "explanation": "\"238\" gives the tentative total for the grouped chunk.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "238.", "turn_id": 267, "word_count": 1}, {"action": {"confidence": 0.88, "explanation": "Teacher states what 238 represents, though mistakenly saying pennies, to clarify the unit.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So this is two, is 238 pennies. So.", "turn_id": 268, "word_count": 8}, {"action": {"confidence": 0.94, "explanation": "student_018 proposes multiplying 238 by 83.33 as the next method.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_018", "text": "So now we just have to multiply that by 83.33.", "turn_id": 269, "word_count": 10}, {"action": {"confidence": 0.96, "explanation": "Teacher corrects the unit from pennies to cents.", "name": "revising_the_method_or_answer"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Or 238 cents.", "turn_id": 270, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "\"Yeah\" acknowledges the correction.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Yeah.", "turn_id": 271, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Teacher's \"Okay\" is simple receipt.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay.", "turn_id": 272, "word_count": 1}, {"action": {"confidence": 0.91, "explanation": "student_018 repeats \"238 cents\" as uptake.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "238 cents.", "turn_id": 273, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "Teacher asks how many 238-cent groups they have, probing the meaning of the multiplier.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "And how many 238 cents do you have?", "turn_id": 274, "word_count": 8}, {"action": {"confidence": 0.8, "explanation": "\"83.3\" is a tentative answer for the number of groups.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_018", "text": "83.3.", "turn_id": 275, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Teacher revises that to 83 whole ones, rejecting the decimal as the count to use directly.", "name": "revising_the_method_or_answer"}, "role": "teacher", "speaker_id": "teacher_009", "text": "83 of them. Okay, 83 whole ones.", "turn_id": 276, "word_count": 7}, {"action": {"confidence": 0.57, "explanation": "\"Now, 238\" is a minimal continuation/uptake while preparing to compute.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Now, 238.", "turn_id": 277, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Teacher asks student_011 why they're multiplying by that, probing the meaning of the operation.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Hey student_011, do you know why we're multiplying? No, no, no decimal. student_011 do you know why we're multiplying by that?", "turn_id": 278, "word_count": 21}, {"action": {"confidence": 0.9, "explanation": "\"Uh\" is a hesitation showing receipt without substantive content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_011", "text": "Uh.", "turn_id": 279, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher directs student_014 to explain where 238 came from to student_011.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, student_014, explain to student_011 where you got the two, 238.", "turn_id": 280, "word_count": 11}, {"action": {"confidence": 0.99, "explanation": "student_014 fully explains that one group contains four 41s and two 37s, calculates 164+74=238, and states what the group represents.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_014", "text": "So over here, there are a bunch of cents. So there are, in one group of three, six numbers, 41, 41, 41, 41. 41 times four, 164, and 37 times two, 74, add it together equals 238 cents in one group of three. We'll one group of three pairs of numbers.", "turn_id": 281, "word_count": 51}, {"action": {"confidence": 0.74, "explanation": "student_018 paraphrases that this is how many cents they get out, focusing on what 238 means.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "Now this how many cents we get out.", "turn_id": 282, "word_count": 8}, {"action": {"confidence": 0.73, "explanation": "Teacher notices something off in the computation setup: \"Hold on... eight times eight, 64.\"", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, hold on. You guys are... eight times eight, 64.", "turn_id": 283, "word_count": 10}, {"action": {"confidence": 0.59, "explanation": "\"Yeah, that's four\" is brief response to the teacher's check.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, that's four.", "turn_id": 284, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Teacher's \"Oh\" is minimal uptake.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh.", "turn_id": 285, "word_count": 1}, {"action": {"confidence": 0.85, "explanation": "student_018 explains a handwriting mistake and corrects the written digit.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_018", "text": "I'm sorry, my handwriting's, I accidentally did six, and then...", "turn_id": 286, "word_count": 10}, {"action": {"confidence": 0.97, "explanation": "Teacher says \"something's wrong,\" explicitly marking an error in the current work.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Huh. Okay, something's wrong.", "turn_id": 287, "word_count": 4}, {"action": {"confidence": 0.77, "explanation": "Teacher comments that the students are approaching the problem differently, framing the nature of their work rather than content.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "They're approaching this differently.", "turn_id": 288, "word_count": 4}, {"action": {"confidence": 0.92, "explanation": "Teacher_001's \"Oh, good I love different\" is affective/evaluative commentary about approaches.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Oh, good I love different.", "turn_id": 289, "word_count": 5}, {"action": {"confidence": 0.82, "explanation": "Teacher_009's \"I know, hmm\" is affective commentary.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_009", "text": "I know, hmm.", "turn_id": 290, "word_count": 3}, {"action": {"confidence": 0.93, "explanation": "Teacher_001 frames expectations for the activity—it's okay not to have the exact answer today and comments on difficulty level.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "I also told them they don't have to have the exact answer, like, if they're wrong, it's okay today, because we're close, but they're getting stuck. They're close. I'm okay with wrong today, big numbers and no calculators.", "turn_id": 291, "word_count": 38}, {"action": {"confidence": 0.91, "explanation": "Teacher returns to whether they know a chunk is 37 and 41, checking the correctness of identified values.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Huh, okay, so let's see. So, do we know that this is 37 and 41? Do we, did we?", "turn_id": 292, "word_count": 19}, {"action": {"confidence": 0.96, "explanation": "\"Yeah\" is a brief confirmation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Yeah.", "turn_id": 293, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "\"So, this is the ten?\" asks what a symbol/value stands for in the representation.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So, this is the ten?", "turn_id": 294, "word_count": 5}, {"action": {"confidence": 0.99, "explanation": "student_018 maps each symbol to its coin value: penny, nickel, dime, quarter.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_018", "text": "One cent. Star is a nickel, five cents. Triangle is a dime, 10 cents. Heart is a quarter, 25.", "turn_id": 295, "word_count": 19}, {"action": {"confidence": 0.66, "explanation": "Teacher says \"37, 25\" while numerically checking the sum components.", "name": "carrying_out_a_computation_step"}, "role": "teacher", "speaker_id": "teacher_009", "text": "37, 25.", "turn_id": 296, "word_count": 2}, {"action": {"confidence": 0.85, "explanation": "\"Yeah, it's 41\" confirms the checked total fits.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, it's 41.", "turn_id": 297, "word_count": 3}, {"action": {"confidence": 0.63, "explanation": "Teacher says \"35\" as part of summing/checking the coin values.", "name": "carrying_out_a_computation_step"}, "role": "teacher", "speaker_id": "teacher_009", "text": "35.", "turn_id": 298, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "student_018 asserts \"This is definitely 41,\" affirming the value's correctness.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "This is definitely 41, we have that.", "turn_id": 299, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Teacher's \"Okay\" is minimal receipt.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay.", "turn_id": 300, "word_count": 1}, {"action": {"confidence": 0.88, "explanation": "student_018 says they need to determine whether another chunk is 37, explicitly checking the value.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "Now we just to figure out is this, is this 37. One, five, one, 25.", "turn_id": 301, "word_count": 15}, {"action": {"confidence": 0.92, "explanation": "student_018 computes \"32\" for the group after summing components.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "Okay, six, seven, and then 25. 32, this is 32.", "turn_id": 302, "word_count": 10}, {"action": {"confidence": 0.94, "explanation": "student_011 proposes a possible method: multiply 238 by 250.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_011", "text": "Wouldn't you only have to do 238 times 250?", "turn_id": 303, "word_count": 9}, {"action": {"confidence": 0.89, "explanation": "Teacher repeats \"238 times 250?\" to probe the rationale for that strategy.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "238 times 250?", "turn_id": 304, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "\"Yeah\" briefly confirms the proposed strategy.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_011", "text": "Yeah.", "turn_id": 305, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Teacher asks \"Because why?\" seeking explanation of the method.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Because why?", "turn_id": 306, "word_count": 2}, {"action": {"confidence": 0.91, "explanation": "student_014 adjusts the value to 228 if the chunk is actually 32, revising the computed amount.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_014", "text": "228 then if its 32", "turn_id": 307, "word_count": 5}, {"action": {"confidence": 0.89, "explanation": "Teacher says they will break that up right there, altering the representation to inspect it.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, so 228. So, that, I'm going to break that up right there.", "turn_id": 308, "word_count": 13}, {"action": {"confidence": 0.77, "explanation": "\"Seven plus five\" is part of doing the arithmetic check.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "Seven plus five.", "turn_id": 309, "word_count": 3}, {"action": {"confidence": 0.83, "explanation": "Teacher says the numbers are right, confirming the arithmetic fit.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Yeah, those numbers are right.", "turn_id": 310, "word_count": 5}, {"action": {"confidence": 0.8, "explanation": "student_018 suggests another chunk may also be 41, checking consistency.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "I think this is 41 too. Hold on.", "turn_id": 311, "word_count": 8}, {"action": {"confidence": 0.96, "explanation": "Teacher asks what the current grouped structure represents in terms of how many coins.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Well, wait a minute. What does this, which represents. Wait a minute, this represents how many four, this represents 12 coins, right?", "turn_id": 312, "word_count": 22}, {"action": {"confidence": 0.95, "explanation": "student_018 answers that it represents 12 coins.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, 12 coins.", "turn_id": 313, "word_count": 3}, {"action": {"confidence": 0.89, "explanation": "Teacher asks what they should do with that information, prompting the next method choice.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_009", "text": "This represents 12 coins, right? This represents 12 coins. So, what do you think we should do with that information.", "turn_id": 314, "word_count": 20}, {"action": {"confidence": 0.81, "explanation": "student_018 revises the interpretation, saying some parts are eight coins, focusing on what the groups represent.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "No, this is eight coins. This is eight coins. And this is eight coins. These circles.", "turn_id": 315, "word_count": 16}, {"action": {"confidence": 0.67, "explanation": "student_014 says \"Yeah, it's a four,\" clarifying the represented group size.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_014", "text": "Yeah, it's a four.", "turn_id": 316, "word_count": 4}, {"action": {"confidence": 0.7, "explanation": "student_018 continues interpreting each circle/group as eight coins.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "Each circle is eight coins.", "turn_id": 317, "word_count": 5}, {"action": {"confidence": 0.74, "explanation": "Teacher's \"No, oh, yeah\" is a brief correction-then-receipt move.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "No, oh, yeah.", "turn_id": 318, "word_count": 3}, {"action": {"confidence": 0.72, "explanation": "student_018 explains the eight-coin interpretation by saying each group has four.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "Because each group has four.", "turn_id": 319, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "student_014 tells someone to write 228, directing what to record.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_014", "text": "Can you write 228, 228.", "turn_id": 320, "word_count": 5}, {"action": {"confidence": 0.67, "explanation": "Teacher's \"Oh, well, wait a minute\" is a brief interactional hold.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, well, wait a minute.", "turn_id": 321, "word_count": 5}, {"action": {"confidence": 0.72, "explanation": "student_014 justifies writing 228 if the smaller chunk is actually 32.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_014", "text": "Because if it's actually 32.", "turn_id": 322, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Teacher counts and clarifies that the full displayed pattern represents 24 coins.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So, so this represents one, two, three, four, five, six. This represents 24 coins.", "turn_id": 323, "word_count": 14}, {"action": {"confidence": 0.95, "explanation": "\"Yeah\" confirms the teacher's interpretation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Yeah.", "turn_id": 324, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "Teacher asks what to do given that the pattern represents 24 coins and there are 1001 coins, prompting the next step.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So, what do you think we have to do with that? There's 1001 coins, and this pattern represents 24 coins.", "turn_id": 325, "word_count": 20}, {"action": {"confidence": 0.95, "explanation": "\"Yeah\" is simple receipt.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Yeah.", "turn_id": 326, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher again asks what they should do with that fact, requesting the strategy explicitly.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "What do you think we should do with that?", "turn_id": 327, "word_count": 9}, {"action": {"confidence": 0.72, "explanation": "\"I don't know\" is a minimal response showing lack of idea rather than a specific mathematical move.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_011", "text": "I don't know.", "turn_id": 328, "word_count": 3}, {"action": {"confidence": 0.86, "explanation": "Teacher says \"what're you doing\" to interrupt a workspace action.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "No, no, what're you doing, what're you doing, what're you doing.", "turn_id": 329, "word_count": 11}, {"action": {"confidence": 0.87, "explanation": "student_018 says they are changing the numbers because the math is wrong, indicating revision of the written work.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_018", "text": "I'm changing the numbers because the math's wrong.", "turn_id": 330, "word_count": 8}, {"action": {"confidence": 0.91, "explanation": "Teacher says \"No, the math is right,\" explicitly rejecting the student's claim of error.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_009", "text": "No, the math is right.", "turn_id": 331, "word_count": 5}, {"action": {"confidence": 0.78, "explanation": "\"Oh, wait, 37?\" asks/clarifies which value is intended.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "Oh, wait, 37?", "turn_id": 332, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Teacher confirms with \"Yeah.\"", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Yeah.", "turn_id": 333, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "\"Okay\" is brief acceptance.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Okay.", "turn_id": 334, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "student_014 says it's 238 after all and tells them to just write a three, revising the entry.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_014", "text": "Oh, 238 then. Just write a three.", "turn_id": 335, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Teacher restates that this represents 24 coins, clarifying quantity meaning.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So there's, this represents 24 coins.", "turn_id": 336, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "\"Yeah\" is brief confirmation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Yeah.", "turn_id": 337, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Teacher asks if that is a pattern, checking whether the chunk is truly repeating.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "And that's a pattern, right?", "turn_id": 338, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "student_011 confirms it is.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_011", "text": "Yeah.", "turn_id": 339, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher asks how to figure out how many patterns there are, prompting the method for scaling up.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_009", "text": "And there's 1001 coins. So what do you think we ought to do to figure out how many patterns there are?", "turn_id": 340, "word_count": 21}, {"action": {"confidence": 0.96, "explanation": "student_018 proposes either 24÷1000 or 1000÷24, considering possible operations.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_018", "text": "24 divided by 1000 or 1000 divided by 24.", "turn_id": 341, "word_count": 9}, {"action": {"confidence": 0.97, "explanation": "Teacher selects the correct strategy: 1001 divided by 24.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Right, 1001 divided by 24, let's try that.", "turn_id": 342, "word_count": 8}, {"action": {"confidence": 0.86, "explanation": "\"I thought I just said that\" is interpersonal commentary about credit, not mathematical reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_011", "text": "I thought I just said that.", "turn_id": 343, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Teacher apologizes and acknowledges student_011's contribution.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Did you say that? Forgive me student_011, I'm so sorry. student_011 just said that.", "turn_id": 344, "word_count": 14}, {"action": {"confidence": 0.78, "explanation": "Teacher asks what they think after computing, prompting the next response.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, you guys survived. What do you think?", "turn_id": 345, "word_count": 8}, {"action": {"confidence": 0.78, "explanation": "\"Four?\" is a tentative quotient digit/partial answer.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "Four?", "turn_id": 346, "word_count": 1}, {"action": {"confidence": 0.76, "explanation": "Teacher echoes \"Four, maybe\" as brief receipt.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Four, maybe.", "turn_id": 347, "word_count": 2}, {"action": {"confidence": 0.91, "explanation": "student_018 says \"Yeah, it would be four,\" briefly agreeing.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, it would be four.", "turn_id": 348, "word_count": 5}, {"action": {"confidence": 0.86, "explanation": "Teacher performs long division steps: \"16, yeah, 96.\"", "name": "carrying_out_a_computation_step"}, "role": "teacher", "speaker_id": "teacher_009", "text": "16, yeah, 96.", "turn_id": 349, "word_count": 3}, {"action": {"confidence": 0.88, "explanation": "Teacher asks what 238 is and notes they have 41 of those, clarifying meanings of factors and warning against decimals.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "41, 17. Okay, oh, so there's, what's all this. How much money is all of this, 238? And you have 41 of those? Oh, don't do the decimals.", "turn_id": 350, "word_count": 28}, {"action": {"confidence": 0.97, "explanation": "student_014 proposes multiplying 238 by 41.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_014", "text": "238 times 41.", "turn_id": 351, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Teacher says to try that, briefly accepting the strategy.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, try that.", "turn_id": 352, "word_count": 3}, {"action": {"confidence": 0.76, "explanation": "student_014 repeats the multiplication as uptake before calculation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "238 multiplied by 41.", "turn_id": 353, "word_count": 4}, {"action": {"confidence": 0.92, "explanation": "student_018 offers the computed product 9758 as a tentative result.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_018", "text": "9758.", "turn_id": 354, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "student_014 asks \"Cents?\" to clarify the unit/meaning of 9758.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_014", "text": "Cents?", "turn_id": 355, "word_count": 1}, {"action": {"confidence": 0.79, "explanation": "student_018 questions whether this is really the answer, evaluating its plausibility.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "I don't know this is the answer to this problem.", "turn_id": 356, "word_count": 10}, {"action": {"confidence": 0.86, "explanation": "Teacher_001 asks if they are almost there, checking activity progress rather than content.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Are you almost there?", "turn_id": 357, "word_count": 4}, {"action": {"confidence": 0.89, "explanation": "\"Almost, I think so\" is a brief progress response.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Almost, I think so.", "turn_id": 358, "word_count": 4}, {"action": {"confidence": 0.92, "explanation": "\"You're close, you're close!\" is encouraging affective commentary.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "You're close, you're close!", "turn_id": 359, "word_count": 4}, {"action": {"confidence": 0.72, "explanation": "student_018 recalls a different add-up idea involving 33 and 41, indicating reconsideration of the calculation.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_018", "text": "Wait, 83 we had to add up. I think we add up, meant to add up 33 and 41, remember? This... uh.", "turn_id": 360, "word_count": 22}, {"action": {"confidence": 0.83, "explanation": "Teacher_001 says \"The math is weird,\" signaling something is off in the current work.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Hold on. Hold on, hold on, hold on. The math is weird.", "turn_id": 361, "word_count": 12}, {"action": {"confidence": 0.88, "explanation": "student_018 asks whether to redo the math, a workspace-management question.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Should I re-do this math?", "turn_id": 362, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Teacher_001 answers yes, directing them to redo it.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Yeah.", "turn_id": 363, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Teacher asks what they were multiplying 238 times, focusing on the meaning of the second factor.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "We're getting there. So what were you multiplying, 238 times what?", "turn_id": 364, "word_count": 11}, {"action": {"confidence": 0.85, "explanation": "student_018 says 83 because 83 is..., beginning to explain what the multiplier stands for.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "We were doing 83 cause 83 is...", "turn_id": 365, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "Teacher suggests that it is how many times the pattern repeats, clarifying the factor's meaning.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "How many times it repeats?", "turn_id": 366, "word_count": 5}, {"action": {"confidence": 0.93, "explanation": "student_018 confirms that 83 is the repeating count.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "No, 80. Yeah, 83 is the, yeah.", "turn_id": 367, "word_count": 7}, {"action": {"confidence": 0.93, "explanation": "Teacher restates that it is the number of repeats.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "The number of times the thing repeats.", "turn_id": 368, "word_count": 7}, {"action": {"confidence": 0.9, "explanation": "student_018 agrees that is what they called it.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, I think that's what we called it.", "turn_id": 369, "word_count": 8}, {"action": {"confidence": 0.74, "explanation": "Teacher begins asking \"And how much...\" to probe the meaning of the other factor/quantity.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "And how much.", "turn_id": 370, "word_count": 3}, {"action": {"confidence": 0.88, "explanation": "student_018 asks whether 230 is the number of groups of four, trying to interpret quantities.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "Wait, no, no, no, we would do... is 230 the amount, the amount of groups there is, the amount of groups of four?", "turn_id": 371, "word_count": 23}, {"action": {"confidence": 0.93, "explanation": "Teacher points out that one four is different than another four, diagnosing a mistaken interpretation of the grouping.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Is it the the number of groups of four, because this four is different than this four.", "turn_id": 372, "word_count": 17}, {"action": {"confidence": 0.89, "explanation": "student_018 states the pattern sequence \"41, 37, 41, 41, 37,\" identifying the structure.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, it's pattern. So this is 41, 37, 41, 41, 37.", "turn_id": 373, "word_count": 11}, {"action": {"confidence": 0.96, "explanation": "Teacher's \"Okay\" is brief receipt.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Okay.", "turn_id": 374, "word_count": 1}, {"action": {"confidence": 0.86, "explanation": "student_018 says they need to add up every four right here, proposing the next method.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_018", "text": "So, that's the pattern. So we just gotta add up every four right here.", "turn_id": 375, "word_count": 14}, {"action": {"confidence": 0.82, "explanation": "Teacher computes/combines values: \"these become 78 right?\"", "name": "carrying_out_a_computation_step"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Well, then these become 78 right?", "turn_id": 376, "word_count": 6}, {"action": {"confidence": 0.9, "explanation": "student_018 agrees with the computed 78.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, and then we have.", "turn_id": 377, "word_count": 5}, {"action": {"confidence": 0.79, "explanation": "Teacher continues the arithmetic sequence with \"82 and then 78.\"", "name": "carrying_out_a_computation_step"}, "role": "teacher", "speaker_id": "teacher_001", "text": "82 and then 78, but then this changes.", "turn_id": 378, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "student_018 says \"Yeah\" to receive the arithmetic observation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Yeah.", "turn_id": 379, "word_count": 1}, {"action": {"confidence": 0.83, "explanation": "student_014 says \"I need $7.58,\" offering a tentative final amount.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "I need $7.58.", "turn_id": 380, "word_count": 3}, {"action": {"confidence": 0.81, "explanation": "Teacher_001 describes the structural pattern in words—one different thing, then same, then two different things—to justify the grouping.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So it starts with one of different things, then something the same, and then two of different things.", "turn_id": 381, "word_count": 18}, {"action": {"confidence": 0.94, "explanation": "student_018 changes the grouping idea from groups of four to groups of six.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, there's three different. Oh wait, yeah. There's three different things, so I have to count for three? How many, we have to figure out groups of six, not groups of four.", "turn_id": 382, "word_count": 32}, {"action": {"confidence": 0.87, "explanation": "student_018 justifies the revision by counting six items in the relevant structure.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "Look cause this, one, two, three, four, five, six. You guys finished?", "turn_id": 383, "word_count": 12}, {"action": {"confidence": 0.83, "explanation": "Another student asks if they are done, a social check not advancing math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1005", "text": "Are you guys done?", "turn_id": 384, "word_count": 4}, {"action": {"confidence": 0.91, "explanation": "\"No\" is a brief response to the social question.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "No.", "turn_id": 385, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "\"No? You're close right?\" is social/encouraging commentary.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1005", "text": "No? You're close right?", "turn_id": 386, "word_count": 4}, {"action": {"confidence": 0.63, "explanation": "\"I think\" here is a social response to the encouragement rather than mathematical content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "I think.", "turn_id": 387, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "\"I give up\" is an affective expression of frustration.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "I give up.", "turn_id": 388, "word_count": 3}, {"action": {"confidence": 0.89, "explanation": "Teacher asks \"Okay, where are we?\" to reorient to current progress/state of work.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, where are we?", "turn_id": 389, "word_count": 4}, {"action": {"confidence": 0.83, "explanation": "\"I don't know at this point\" expresses frustration/confusion rather than a specific mathematical request.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "I don't know at this point.", "turn_id": 390, "word_count": 6}, {"action": {"confidence": 0.9, "explanation": "Teacher summarizes prior steps—divide by 24, got 41—and asks what they did next, tracking the meaning of steps.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "We did uh... divided by 24, we got 41, and then what did we do?", "turn_id": 391, "word_count": 15}, {"action": {"confidence": 0.81, "explanation": "student_018 states the next step they did, \"238 times 41,\" as brief response to the teacher recap.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "We did 238 times 41.", "turn_id": 392, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Teacher highlights that the remainder 17 is critical and interprets it as 17 extra coins beyond full patterns.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, okay, now our remainder was 17. That's, that's critical. So there's not enough to fit in the 24 pattern. You have these 17 coins.", "turn_id": 393, "word_count": 25}, {"action": {"confidence": 0.97, "explanation": "student_018 asks what the values of those extra coins are.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_018", "text": "Seven, but what are the values?", "turn_id": 394, "word_count": 6}, {"action": {"confidence": 0.76, "explanation": "Teacher asks where the beginning is so they can use the representation to identify the leftover coins.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Hmm, well, we know that it's... wait, where's our beginning? Is this our beginning?", "turn_id": 395, "word_count": 14}, {"action": {"confidence": 0.87, "explanation": "\"That's our beginning\" identifies the start point in the representation.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_018", "text": "That's our beginning.", "turn_id": 396, "word_count": 3}, {"action": {"confidence": 0.91, "explanation": "Teacher points out first, next, and next sets of four on the drawing to build the leftover-count interpretation.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So we know this is the first four, and then this is the next four, and this is the next four. How many are we so far?", "turn_id": 397, "word_count": 27}, {"action": {"confidence": 0.73, "explanation": "\"Three?\" is a tentative answer, though not yet the desired unit.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_018", "text": "Three?", "turn_id": 398, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Teacher clarifies they want how many coins, not how many groups.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "No, how many, How many coins are we?", "turn_id": 399, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "student_018 answers that this corresponds to 12 coins.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "Oh, 12.", "turn_id": 400, "word_count": 2}, {"action": {"confidence": 0.68, "explanation": "Teacher notes they know this many, linking the counted sets to the remaining 17 coins.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_009", "text": "12, and we know this many.", "turn_id": 401, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "\"I am lost\" is an affective expression of confusion.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "I am lost.", "turn_id": 402, "word_count": 3}, {"action": {"confidence": 0.87, "explanation": "Teacher says \"17,\" referring back to the remainder quantity being interpreted.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "17.", "turn_id": 403, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "student_011's \"Wait, what?\" asks for clarification.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_011", "text": "Wait, what?", "turn_id": 404, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Teacher explains that 4, 8, 12, 16, 17 lets them know what the extra 17 coins are.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So we know four, 8, 12, 16, 17. We know what the 17 coins are going to be.", "turn_id": 405, "word_count": 18}, {"action": {"confidence": 0.94, "explanation": "student_018 identifies those as the extra 17 coins, clarifying the remainder's meaning.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "Oh wait, those are the extra 17 coins.", "turn_id": 406, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "Teacher confirms: \"Those are the extra coins.\"", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Those are the extra coins.", "turn_id": 407, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "student_018 updates the earlier plan, saying they need to add the extra 17-coin value instead of just one coin at the end.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_018", "text": "Okay, so we have to add... instead of add one coin at the end.", "turn_id": 408, "word_count": 14}, {"action": {"confidence": 0.81, "explanation": "student_011 directs the group to use the visible pattern on the board.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_011", "text": "Bro, just use the pattern right here.", "turn_id": 409, "word_count": 7}, {"action": {"confidence": 0.94, "explanation": "Teacher counts through the pattern in groups of four and one more, using the representation to identify the extra part.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Right, okay, so one, two, three, four, one, two, three, four, one, two, three, four, and there it is, and one more. So what's that?", "turn_id": 410, "word_count": 25}, {"action": {"confidence": 0.55, "explanation": "\"That would be...\" initiates a tentative value for the extra cents.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_018", "text": "That would be...", "turn_id": 411, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "student_011 proposes the extra amount as \"41 times three plus 37.\"", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_011", "text": "This dude? 41 times three plus 37.", "turn_id": 412, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "Teacher acknowledges student_011's contribution explicitly.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Heard you that time student_011.", "turn_id": 413, "word_count": 5}, {"action": {"confidence": 0.84, "explanation": "student_018 proposes \"160\" as the number of extra cents.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_018", "text": "Eight, 160. That's how many extra cents.", "turn_id": 414, "word_count": 7}, {"action": {"confidence": 0.82, "explanation": "Teacher points out that the counted part is 16 extra coins at that point, challenging the student's numerical interpretation.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Look, look, that's 16 extra coins.", "turn_id": 415, "word_count": 6}, {"action": {"confidence": 0.74, "explanation": "student_018 realizes the role of the penny/circle and explains why the count/value changes.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "Oh, wait, yeah, hundred, because this is a penny, circles is pennies.", "turn_id": 416, "word_count": 12}, {"action": {"confidence": 0.95, "explanation": "Teacher tells them to go back to their work, directing the process.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "All right, so now. All right, go back to your.", "turn_id": 417, "word_count": 10}, {"action": {"confidence": 0.9, "explanation": "student_018 asks whether this is the number of 41-patterns they have, probing the meaning of the result.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "Okay, so now this is how many 41 we have. Right?", "turn_id": 418, "word_count": 11}, {"action": {"confidence": 0.94, "explanation": "Teacher clarifies: that's 41 patterns and they need to add the extra amount to it.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "That's 41 patterns, and you said you have to add that to it. Okay, okay.", "turn_id": 419, "word_count": 15}, {"action": {"confidence": 0.9, "explanation": "student_018 updates the total by saying to add 161 at the end.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_018", "text": "Oh, wait, is this the ends... add 161.", "turn_id": 420, "word_count": 8}, {"action": {"confidence": 0.93, "explanation": "student_018 questions whether 9919 cents can be right, evaluating plausibility of the result.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "9919 cents... that can't be right.", "turn_id": 421, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Teacher asks how many dollars that is, focusing on unit interpretation of 9919 cents.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "How many dollars is that? How many dollars is that?", "turn_id": 422, "word_count": 10}, {"action": {"confidence": 0.97, "explanation": "student_014 converts the amount to \"$99.19,\" giving the meaning in dollars.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_014", "text": "$99.19", "turn_id": 423, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher tells them to write $99.19, directing the final recording.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "$99.19, can you write that?", "turn_id": 424, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Teacher instructs that the dollar sign goes in front, guiding the written formatting.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Dollar sign goes in the front. Bam.", "turn_id": 425, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "\"We're done? We did it!\" is a celebratory affective remark about finishing.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "We're done? We did it!", "turn_id": 426, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "\"Good job\" is praise/affective commentary at the end.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Good job.", "turn_id": 427, "word_count": 2}], "word_count": 3532}
{"day": 2, "grade_band": "5-6", "session_id": "conv_033", "speaker_count": 8, "speakers": [{"role": "student", "speaker_id": "student_002"}, {"role": "student", "speaker_id": "student_005"}, {"role": "student", "speaker_id": "student_006"}, {"role": "student", "speaker_id": "student_027"}, {"role": "student", "speaker_id": "student_1005"}, {"role": "teacher", "speaker_id": "teacher_001"}, {"role": "teacher", "speaker_id": "teacher_009"}, {"role": "unknown", "speaker_id": "unknown_007"}], "task_id": "one_thousand_one_pennies", "task_name": "1001 Pennies", "turn_count": 494, "turns": [{"action": {"confidence": 0.96, "explanation": "Student launches the work by telling the group to begin drawing the pennies, directing a shared workspace action.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "Okay, let's begin. Okay, let's start drawing the pennies.", "turn_id": 1, "word_count": 9}, {"action": {"confidence": 0.83, "explanation": "\"one penny\" starts building the drawn/listed coin representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_005", "text": "Okay, so, one penny.", "turn_id": 2, "word_count": 4}, {"action": {"confidence": 0.71, "explanation": "\"every five\" proposes a repeating-group structure for organizing the coins.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_002", "text": "So, every five.", "turn_id": 3, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Tells others exactly what to draw and where, managing the shared written work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Draw a penny, nickel, dime, and quarter, and another penny here.", "turn_id": 4, "word_count": 11}, {"action": {"confidence": 0.98, "explanation": "\"Ow, my head hurts\" is an affective reaction, not advancing the math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Ow, my head hurts.", "turn_id": 5, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Directs how to label the drawing: \"just write a P.\"", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_005", "text": "P, just write a P.", "turn_id": 6, "word_count": 5}, {"action": {"confidence": 0.88, "explanation": "Adds the symbolic labels P, N, D, Q to the shared representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_002", "text": "P and then N, D, Q.", "turn_id": 7, "word_count": 6}, {"action": {"confidence": 0.99, "explanation": "\"DQ, dairy queen\" is playful wordplay rather than mathematical work.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "DQ, dairy queen, and P.", "turn_id": 8, "word_count": 5}, {"action": {"confidence": 0.84, "explanation": "Asks how many groups of five fit into 1000, suggesting a scaling strategy.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_002", "text": "Yes, okay, and then. How much of these five go into 1000?", "turn_id": 9, "word_count": 12}, {"action": {"confidence": 0.93, "explanation": "\"200 times\" gives a tentative numerical result for the grouping question.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_002", "text": "200 times.", "turn_id": 10, "word_count": 2}, {"action": {"confidence": 0.69, "explanation": "Suggests an operation plan: add coin values, divide by 1000, then add pennies.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_027", "text": "I think penny plus nickel plus dime plus quarter divided by 1000, then add a penny, and then add a penny.", "turn_id": 11, "word_count": 21}, {"action": {"confidence": 0.63, "explanation": "Student tentatively checks whether 200 fits the situation: \"I think it goes in...200.\"", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_006", "text": "Yeah, I think it goes in, I wanna say yes, it goes into 200.", "turn_id": 12, "word_count": 14}, {"action": {"confidence": 0.94, "explanation": "Briefly agrees with the prior result: \"Yeah, 200 times.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Yeah, 200 times.", "turn_id": 13, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "\"So do that times 200\" proposes the next solving step.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_006", "text": "So do that times 200.", "turn_id": 14, "word_count": 5}, {"action": {"confidence": 0.93, "explanation": "Directs someone to write the values \"one, five, ten, 25, one.\"", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Can you put that, one, five, ten, 25, one.", "turn_id": 15, "word_count": 9}, {"action": {"confidence": 0.92, "explanation": "Computes the sum of the listed values as 41.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_027", "text": "Okay, so wait 41, so 41.", "turn_id": 16, "word_count": 6}, {"action": {"confidence": 0.86, "explanation": "Continues directing what values to place on the paper.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Ten, 25, and one, and then that.", "turn_id": 17, "word_count": 7}, {"action": {"confidence": 0.75, "explanation": "Restates the logic that the group of values repeats 200 times.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "So it goes into that 200 times.", "turn_id": 18, "word_count": 7}, {"action": {"confidence": 0.99, "explanation": "Calling someone the scarecrow is social/playful, not mathematical.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "We should put you as the scarecrow. You need to shh.", "turn_id": 19, "word_count": 11}, {"action": {"confidence": 0.91, "explanation": "\"What did I do?\" asks for explanation of the teasing/comment.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_027", "text": "What did I do?", "turn_id": 20, "word_count": 4}, {"action": {"confidence": 0.93, "explanation": "\"Talk too much\" is social commentary tied to group joking.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "Talk too much. Okay, so.", "turn_id": 21, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Suggests adding up the group and then multiplying.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_006", "text": "Should we add that up and then times it by fives?", "turn_id": 22, "word_count": 11}, {"action": {"confidence": 0.98, "explanation": "Simple agreement: \"Yeah.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Yeah.", "turn_id": 23, "word_count": 1}, {"action": {"confidence": 0.79, "explanation": "\"Okay, so\" mainly marks uptake and transition without substantive content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "Okay, so.", "turn_id": 24, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "Performs the arithmetic from 41 plus two extra ones to get 42.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_027", "text": "That'd be 41, plus the extra one, plus the extra one, 42.", "turn_id": 25, "word_count": 12}, {"action": {"confidence": 0.62, "explanation": "The fragment asks for clarification about multiplying/timing it.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_002", "text": "For time, timing it?", "turn_id": 26, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Teacher offers a method: make 10 pennies, replace by nickels/dimes/quarters, and look for a pattern.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_001", "text": "You could, just heads up. You can kind of follow, like what I did, when I did this, is I kind of started thinking like, what the teacher did with the pennies, but I wrote, started writing, like, penny, penny, penny, penny. And I made like, I don't know, like 10 of them. And then I was like, okay, what happens? Okay, so now a nickel, and then I crossed the penny out and made it a nickel, like, and I kind of went through, like, just 10, because if I was like, I can find pattern. Does it repeat somewhere, and then help myself that way? Do you see what I'm saying? So, you know, kind of, any way you want to do it, because that's what I did, was I was like, there has to be a pattern to this, doesn't it?", "turn_id": 27, "word_count": 144}, {"action": {"confidence": 0.9, "explanation": "Student proposes a candidate sequence pattern of coin types.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_027", "text": "It goes penny, nickel, dime, quarter, penny, nickel, quarter.", "turn_id": 28, "word_count": 9}, {"action": {"confidence": 0.88, "explanation": "Teacher challenges the proposed simple pattern by noting the sixth coin could conflict.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_001", "text": "But sometimes, think about it on the sixth coin. Isn't it both nickel and dime?", "turn_id": 29, "word_count": 15}, {"action": {"confidence": 0.88, "explanation": "\"Then how do we determine\" asks how to proceed after the teacher's challenge.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_002", "text": "Then how do we determine.", "turn_id": 30, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Teacher explains why the sixth coin would be a dime rather than a nickel.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So it wouldn't be a nickel, it would be a dime, because the dime replaces the nickel.", "turn_id": 31, "word_count": 17}, {"action": {"confidence": 0.98, "explanation": "\"It's confusing, my brain hurts\" is an affective reaction.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "It's confusing, my brain hurts.", "turn_id": 32, "word_count": 5}, {"action": {"confidence": 0.91, "explanation": "Teacher urges them to create a smaller model with 10, 12, or 20 pennies.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So we got it, got, so you gotta start, I would say again, kind of create a model, right? Create, put something down that you know right now. What do you know? There's 1001 pennies. We're not going to write 1001 pennies, but we could do 10 or 12 or 20.", "turn_id": 33, "word_count": 51}, {"action": {"confidence": 0.91, "explanation": "\"Forever\" is a playful exaggeration, not substantive math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Forever.", "turn_id": 34, "word_count": 1}, {"action": {"confidence": 0.86, "explanation": "Teacher frames time/activity constraints and mentions a guest speaker.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "No, that would be a waste of time. We're not going to be here for very long, you guys have a guest speaker today.", "turn_id": 35, "word_count": 24}, {"action": {"confidence": 0.99, "explanation": "\"Hi, speaker\" is a joke, off-task from the math work.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Hi, speaker.", "turn_id": 36, "word_count": 2}, {"action": {"confidence": 0.94, "explanation": "Teacher clarifies the guest speaker/activity context, not the math itself.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So, no, not that speaker, like a guest speaker, to come and talk to you guys about stuff, like math in the real world.", "turn_id": 37, "word_count": 24}, {"action": {"confidence": 0.75, "explanation": "Asks about the guest speaker, which is clarification but off the math task.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_002", "text": "Who's the guest speaker?", "turn_id": 38, "word_count": 4}, {"action": {"confidence": 0.73, "explanation": "This fragment is social commentary about another student, not math progress.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_006", "text": "Let them know, we're not gunna give...", "turn_id": 39, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "Continues the scarecrow joking/social regulation.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Hey you can't talk, you're the Scarecrow.", "turn_id": 40, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "\"I'm not scarecrow\" is social/playful, not mathematical.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_005", "text": "I'm not scarecrow.", "turn_id": 41, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Wants to be the scarecrow; purely playful/social.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "I wanna be the scarecrow.", "turn_id": 42, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "\"It's 42\" offers a candidate numerical answer for the current subtotal.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_006", "text": "It's 42.", "turn_id": 43, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "Briefly confirms the 42 result.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "Yeah, it's 42.", "turn_id": 44, "word_count": 3}, {"action": {"confidence": 0.59, "explanation": "Student claims they had already said 42, pushing back on the group's handling of the result.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_027", "text": "That's literally what I... I literally just said 42.", "turn_id": 45, "word_count": 9}, {"action": {"confidence": 0.95, "explanation": "Explicitly says the other student said 41, identifying the earlier mistake.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_002", "text": "You said 41.", "turn_id": 46, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Short confirmation: \"Yeah.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "Yeah.", "turn_id": 47, "word_count": 1}, {"action": {"confidence": 0.72, "explanation": "\"I heard you\" mainly shows receipt before moving on.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "I heard you, so can we just.", "turn_id": 48, "word_count": 7}, {"action": {"confidence": 0.82, "explanation": "Corrects and revises the count to \"200, 200.\"", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_027", "text": "Two, no 20. Yeah, 200, 200.", "turn_id": 49, "word_count": 6}, {"action": {"confidence": 0.77, "explanation": "\"What is with your math?\" is a disparaging social comment.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "What is with your math?", "turn_id": 50, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Defends self and jokes about being a fifth grader; affective/social.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "200, stop being mean, I'm just a fifth grader.", "turn_id": 51, "word_count": 9}, {"action": {"confidence": 0.99, "explanation": "Insulting comment, not math content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "Yeah, a very non intelligent one.", "turn_id": 52, "word_count": 6}, {"action": {"confidence": 0.99, "explanation": "\"That's rude\" is affective/social commentary.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "That's rude.", "turn_id": 53, "word_count": 2}, {"action": {"confidence": 0.81, "explanation": "Teacher references another group's same initial pattern idea as an earlier case.", "name": "reusing_a_previous_case_or_pattern"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay. Oh, see, they thought the same thing. They thought it went penny, nickel, dime, quarter.", "turn_id": 54, "word_count": 16}, {"action": {"confidence": 0.86, "explanation": "Explains the conflict at the next coin being dime or nickel.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "Yeah, that's what she just said, but on the next one it's either a dime or a nickel.", "turn_id": 55, "word_count": 18}, {"action": {"confidence": 0.95, "explanation": "Teacher says their proposed sequence is not the pattern and redirects to drawing.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_009", "text": "It doesn't that's not the pattern. Draw some circles on here. Let's, let's see.", "turn_id": 56, "word_count": 14}, {"action": {"confidence": 0.91, "explanation": "Joking suggestion to draw 1001 circles; playful rather than serious math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Let's draw a 1000 circles, and then figure this out. I mean 1001.", "turn_id": 57, "word_count": 13}, {"action": {"confidence": 0.91, "explanation": "Teacher rejects the idea of drawing 1001 circles as the wrong approach.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_009", "text": "No, we're not going to draw 1001 circles.", "turn_id": 58, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "\"Wait, what?\" asks for clarification.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "Wait, what?", "turn_id": 59, "word_count": 2}, {"action": {"confidence": 0.86, "explanation": "Explains why the simple pattern is ambiguous based on the rule for later coins.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "Because if you go penny, nickel, dime, quarter, penny. It could be a nickel or dime. Yeah, cuz it said, it said the third one could be some.", "turn_id": 60, "word_count": 28}, {"action": {"confidence": 0.95, "explanation": "Teacher directs writing on the shared paper: \"Write, write.\"", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Write, write.", "turn_id": 61, "word_count": 2}, {"action": {"confidence": 0.93, "explanation": "Asks someone to write 10 pennies as an example.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "Can you write, for example, 10 pennies?", "turn_id": 62, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "Teacher directs creation of the 10-penny model.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, so, make 10 pennies.", "turn_id": 63, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "More scarecrow joking; not mathematical.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "I wish I was the scarecrow.", "turn_id": 64, "word_count": 6}, {"action": {"confidence": 0.87, "explanation": "\"What is this for?\" asks the purpose of the representation/work.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_027", "text": "What is this for?", "turn_id": 65, "word_count": 4}, {"action": {"confidence": 0.89, "explanation": "Teacher counts out to ten while building the penny model.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Seven, eight, nine, ten. Okay, so now let's finish, let's, well, let's, oh, go ahead. Go ahead.", "turn_id": 66, "word_count": 17}, {"action": {"confidence": 0.88, "explanation": "Maps positions in the model to coin types: first penny, second nickel.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_027", "text": "So this would be penny, and second one would be nickel.", "turn_id": 67, "word_count": 11}, {"action": {"confidence": 0.95, "explanation": "Teacher tells them to cross out and relabel a coin as N in the model.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, so let's just cross that out and put an N. We don't need to, yeah, okay, and every other one's a nickel, every other one's a nickel.", "turn_id": 68, "word_count": 28}, {"action": {"confidence": 0.88, "explanation": "Assigns specific positions to be nickels in the representation.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_027", "text": "So, that means that would be nickel, that would be nickel, that would be nickel.", "turn_id": 69, "word_count": 15}, {"action": {"confidence": 0.92, "explanation": "Teacher confirms the nickel placements.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Yeah, every other one. Nickel, nickel, nickel. Okay.", "turn_id": 70, "word_count": 8}, {"action": {"confidence": 0.92, "explanation": "Assigns dime positions based on every third coin.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_027", "text": "But then the dime would be every three, so that's dime, dime, dime.", "turn_id": 71, "word_count": 13}, {"action": {"confidence": 0.96, "explanation": "Teacher corrects the student's incorrect dime assignment and says where to cross out.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_009", "text": "No, no, no, no, no, every three. Dime, cross it out. Make it a dime.", "turn_id": 72, "word_count": 15}, {"action": {"confidence": 0.81, "explanation": "Suggests another coin should be a dime in the model.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_027", "text": "And this would be dime too.", "turn_id": 73, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Teacher explicitly says \"Nope\" and identifies the correct dime position.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Nope, nope. Where's the dime? One, two, three, this one is now a dime, cross out the nickel.", "turn_id": 74, "word_count": 18}, {"action": {"confidence": 0.83, "explanation": "Student articulates the replacement logic: later coins overwrite earlier labels.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "So we're gonna have to replace them.", "turn_id": 75, "word_count": 7}, {"action": {"confidence": 0.89, "explanation": "Teacher confirms that replacement idea and proceeds.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Yeah! Two, three. This one's a dime. Okay.", "turn_id": 76, "word_count": 8}, {"action": {"confidence": 0.85, "explanation": "Assigns the quarter position every fourth coin, though with affective comment attached.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_027", "text": "And then the quarter, which is one, two, three, four. That would be a quarter. This is so complicated.", "turn_id": 77, "word_count": 19}, {"action": {"confidence": 0.94, "explanation": "\"It is hard\" is an affective response.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_009", "text": "It is hard.", "turn_id": 78, "word_count": 3}, {"action": {"confidence": 0.88, "explanation": "Again places a quarter at the counted position.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_027", "text": "One, two, three, four. That would be a quarter.", "turn_id": 79, "word_count": 9}, {"action": {"confidence": 0.59, "explanation": "Teacher frames the current arrangement as what the student thinks the pattern is, setting up evaluation.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, so see this is what you think the patten is.", "turn_id": 80, "word_count": 11}, {"action": {"confidence": 0.84, "explanation": "Assigns another coin as penny.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_027", "text": "And penny.", "turn_id": 81, "word_count": 2}, {"action": {"confidence": 0.94, "explanation": "Teacher contrasts the expected sequence with what actually appears, showing the assumed pattern is wrong.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, hold on, one second. Okay? Penny, nickel, dime, quarter, you think, but look, penny, dime, that's what student_027?", "turn_id": 82, "word_count": 19}, {"action": {"confidence": 0.93, "explanation": "Just provides/corrects the name when addressed.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "student_027.", "turn_id": 83, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "Teacher explains that the pattern is tricky but still may exist.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Khalid, pardon me, was saying. See, so that's tricky, but maybe there is a pattern. We just have to find it.", "turn_id": 84, "word_count": 21}, {"action": {"confidence": 0.94, "explanation": "Suggests continuing the sequence until a pattern appears.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_027", "text": "So why don't we just continue until we find it?", "turn_id": 85, "word_count": 10}, {"action": {"confidence": 0.95, "explanation": "Teacher accepts that plan to continue.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, all right, we can continue until we find a pattern.", "turn_id": 86, "word_count": 11}, {"action": {"confidence": 0.98, "explanation": "Asks again about being the scarecrow; social, not math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Can I be the scarecrow?", "turn_id": 87, "word_count": 5}, {"action": {"confidence": 0.88, "explanation": "Teacher manages roles by allowing them to switch.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, you can switch if you want.", "turn_id": 88, "word_count": 7}, {"action": {"confidence": 0.9, "explanation": "\"Oh, no\" reacts to the role switch, not math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "Oh, no.", "turn_id": 89, "word_count": 2}, {"action": {"confidence": 0.99, "explanation": "Thanks and cheers about the scarecrow role; social.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Thank you. Yay!", "turn_id": 90, "word_count": 3}, {"action": {"confidence": 0.8, "explanation": "Still about the role, not mathematical content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "No, I'm good, um...", "turn_id": 91, "word_count": 4}, {"action": {"confidence": 0.76, "explanation": "Talks about who gets to hold/retake materials while solving.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_006", "text": "If you make things to solve, I'll be taking it back.", "turn_id": 92, "word_count": 11}, {"action": {"confidence": 0.84, "explanation": "Assigns a coin as nickel.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_027", "text": "So, nickle.", "turn_id": 93, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "\"Shush\" manages peer participation rather than math content.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_006", "text": "Shush.", "turn_id": 94, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Asks what another student is doing on the paper.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_002", "text": "What are you doing?", "turn_id": 95, "word_count": 4}, {"action": {"confidence": 0.83, "explanation": "Asks whether the written symbol represents a penny.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_006", "text": "Is that a penny?", "turn_id": 96, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Asks if the symbol is a D, checking representation meaning.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_005", "text": "Is that a D?", "turn_id": 97, "word_count": 4}, {"action": {"confidence": 0.85, "explanation": "Clarifies the symbol's value/type: \"It's a D.\"", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_027", "text": "It's a D.", "turn_id": 98, "word_count": 3}, {"action": {"confidence": 0.92, "explanation": "Counts by fours and assigns a quarter to that position.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_027", "text": "One, two, three, four. Wait, what? No. One, two, three, four, one, two, three, four. You're a quarter.", "turn_id": 99, "word_count": 18}, {"action": {"confidence": 0.9, "explanation": "Self-commentary about not being allowed to talk as scarecrow.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "One, two, three, four, you're a quarter. Okay, so it's penny. Wait, no, I can't talk.", "turn_id": 100, "word_count": 16}, {"action": {"confidence": 0.95, "explanation": "States a longer candidate sequence pattern for the coins.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_006", "text": "So it's penny, nickel, dime, quarter, penny, dime, quarter, dime, nickel.", "turn_id": 101, "word_count": 11}, {"action": {"confidence": 0.71, "explanation": "\"Wait\" functions as a request to pause/clarify.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_027", "text": "Wait.", "turn_id": 102, "word_count": 1}, {"action": {"confidence": 0.91, "explanation": "Continues proposing another candidate ordering of the pattern.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_006", "text": "Penny, dime, pen... penny, dime, penny, quarter, dime, nickel.", "turn_id": 103, "word_count": 9}, {"action": {"confidence": 0.96, "explanation": "Offers an extended sequence as a structural model of the pattern.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_002", "text": "Penny, nickel, dime, quarter, penny, dime, penny, quarter, dime, nickel, quarter.", "turn_id": 104, "word_count": 11}, {"action": {"confidence": 0.75, "explanation": "Calls out a coin type assignment: \"Penny!\"", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_005", "text": "Penny!", "turn_id": 105, "word_count": 1}, {"action": {"confidence": 0.77, "explanation": "Confirms the coin type as penny.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_002", "text": "Penny.", "turn_id": 106, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Points out that the penny was crossed out, marking the prior assignment as wrong.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_027", "text": "That's crossed out!", "turn_id": 107, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Says directly that this is not the right way.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_005", "text": "That is not the way.", "turn_id": 108, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Expresses frustration: \"How is this so hard?\"", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_006", "text": "How is this so hard?", "turn_id": 109, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Lists a 12-term sequence and concludes \"there's a pattern.\"", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_002", "text": "Penny, dime, penny, quarter, dime, nickel, penny, quarter, penny, nickel, dime, quarter. Okay, so there's a pattern.", "turn_id": 110, "word_count": 17}, {"action": {"confidence": 0.95, "explanation": "\"I'm confused right now\" is affective commentary.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "What? I'm confused right now.", "turn_id": 111, "word_count": 5}, {"action": {"confidence": 0.91, "explanation": "Summarizes the observed sequence structure across several chunks.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_027", "text": "Okay, the pattern, penny, nickel, dime, quarter and penny, dime, penny, quarter, dime, nickel, but then there's penny, quarter, dime, nickel and penny, quarter, penny, nickel.", "turn_id": 112, "word_count": 26}, {"action": {"confidence": 0.67, "explanation": "Teacher first manages volume/role behavior: \"scarecrow you're too loud.\"", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Shh, scarecrow you're too loud. out. Oh, did the teacher help you with this?", "turn_id": 113, "word_count": 14}, {"action": {"confidence": 0.95, "explanation": "Simple response to teacher's question: \"No.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "No.", "turn_id": 114, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "Teacher asks whether they are seeing a pattern, prompting evaluation of the current representation.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Or did you, or was this? This is what I was trying to tell you guys to do. And then I know the teacher came up. But are you seeing a pattern?", "turn_id": 115, "word_count": 32}, {"action": {"confidence": 0.9, "explanation": "Directs placement of the pen on the paper.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Yeah, put the pen here.", "turn_id": 116, "word_count": 5}, {"action": {"confidence": 0.88, "explanation": "Continues directing what to put next on the workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Okay, so now, now put the um...", "turn_id": 117, "word_count": 7}, {"action": {"confidence": 0.87, "explanation": "Teacher asks where the repeat starts and how many items are before it, testing the claimed pattern.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So when do you see... so here? Okay, so how many things are before that.", "turn_id": 118, "word_count": 15}, {"action": {"confidence": 0.91, "explanation": "Tells the scarecrow they can talk, managing participation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_006", "text": "You can talk.", "turn_id": 119, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Teacher also grants permission to talk; role/participation management.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "You can talk.", "turn_id": 120, "word_count": 3}, {"action": {"confidence": 0.8, "explanation": "Comments on trying to communicate with the scarecrow, about participation rules.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "I'm trying to communicate with the scarecrow.", "turn_id": 121, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Teacher asks whether the next 12 coins will match this 12, directly checking repeat structure.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So there's 12. So do you think the next 12 will be exactly the same as this 12?", "turn_id": 122, "word_count": 18}, {"action": {"confidence": 0.79, "explanation": "Suggests maybe it repeats after 11 rather than 12, then trails off.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_002", "text": "I'm pretty sure it's supposed to be the next 11, because penny, nickel, dime, and quarter. Oh.", "turn_id": 123, "word_count": 17}, {"action": {"confidence": 0.89, "explanation": "Teacher probes the extra penny to test the 11-term idea.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "And then what about penny?", "turn_id": 124, "word_count": 5}, {"action": {"confidence": 0.82, "explanation": "\"Nevermind\" withdraws the prior 11-term pattern idea.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_002", "text": "Nevermind.", "turn_id": 125, "word_count": 1}, {"action": {"confidence": 0.89, "explanation": "Teacher points through the sequence and asks what the next one should be to verify the pattern.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "No, no, no. This, this, this, and this, and then this. So what's this gonna be?", "turn_id": 126, "word_count": 16}, {"action": {"confidence": 0.9, "explanation": "Answers the teacher's prompt with the next coin: \"Dime.\"", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_002", "text": "Dime.", "turn_id": 127, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Teacher confirms: \"There you go.\"", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "There you go.", "turn_id": 128, "word_count": 3}, {"action": {"confidence": 0.89, "explanation": "Continues the sequence after the repeat point as a pattern model.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_002", "text": "Dime, nickel, penny, quarter, penny.", "turn_id": 129, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Teacher affirms they are on the right track.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Yeah, you have not enough circles. But you're good. You're on the right track.", "turn_id": 130, "word_count": 14}, {"action": {"confidence": 0.95, "explanation": "Suggests the next step is to add all the values together.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_002", "text": "Now you have to add them all together.", "turn_id": 131, "word_count": 8}, {"action": {"confidence": 0.96, "explanation": "Teacher says they must determine how many times the pattern occurs.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Now you got to figure out what, how many times.", "turn_id": 132, "word_count": 10}, {"action": {"confidence": 0.94, "explanation": "States the method: find the cost, then multiply to get the total.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_002", "text": "How much the cost, and then times that, and then to get the.", "turn_id": 133, "word_count": 13}, {"action": {"confidence": 0.88, "explanation": "Teacher explains the significance of the pattern repeating after 12.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "I know, but think about it, if the pattern is repeating after 12, right?", "turn_id": 134, "word_count": 14}, {"action": {"confidence": 0.62, "explanation": "Student begins to contest the 12 count and says \"Yeah, eight.\"", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_027", "text": "Wait, no? One, two, three, four, five, six, seven, eight. Yeah, eight.", "turn_id": 135, "word_count": 12}, {"action": {"confidence": 0.98, "explanation": "Teacher explains again that the full pattern repeats after 12 and must be scaled to 1001.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "No, the whole pattern repeats after 12, right? You gotta figure out how many of those sets are in 1001, bless you. Do you guys get what I'm saying? Because it's going to be like 12, 24, 36, 48 right?", "turn_id": 136, "word_count": 40}, {"action": {"confidence": 0.97, "explanation": "Brief agreement: \"Yeah.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "Yeah.", "turn_id": 137, "word_count": 1}, {"action": {"confidence": 0.71, "explanation": "Teacher jokingly asks if the student's brain is going.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Is your brain going student_005?", "turn_id": 138, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Simple yes-response.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "Yeah.", "turn_id": 139, "word_count": 1}, {"action": {"confidence": 0.57, "explanation": "Teacher says names/lightly jokes, not advancing math.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Is it going... student_006, right? student_006, student_005, student_002.", "turn_id": 140, "word_count": 8}, {"action": {"confidence": 0.94, "explanation": "Asks a clarifying question about the total number of coins.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_005", "text": "How many coins do we have?", "turn_id": 141, "word_count": 6}, {"action": {"confidence": 0.91, "explanation": "Clarifies what \"all together\" means.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "What, all together?", "turn_id": 142, "word_count": 3}, {"action": {"confidence": 0.91, "explanation": "Confirms the intended meaning of the question.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "Yeah, all together.", "turn_id": 143, "word_count": 3}, {"action": {"confidence": 0.87, "explanation": "Further asks whether they mean counts by type or total coins/value.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "With the, like, how many like, each one, or like, including this actual cent of the.", "turn_id": 144, "word_count": 16}, {"action": {"confidence": 0.75, "explanation": "Restates the relevant quantity under discussion: the number of coins, not value.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_005", "text": "No, how many coins?", "turn_id": 145, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Suggests solving by finding what times 12 equals 1000.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_006", "text": "So basically we just have to do 12 times what is a 1000. We have to do 12 times what equals 1000.", "turn_id": 146, "word_count": 22}, {"action": {"confidence": 0.94, "explanation": "\"Yeah, I know\" is simple uptake.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "Yeah, I know.", "turn_id": 147, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Refines the plan to divide 1000 by 12.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_006", "text": "So 1000 divided by 12. You have to do 1000 divided by 12.", "turn_id": 148, "word_count": 13}, {"action": {"confidence": 0.89, "explanation": "Marks one 12-block and the next 12-block on the paper to represent repeating groups.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_027", "text": "Okay, so now you can't talk. Haha, okay, so that's first. No, wait for me. That's the first one, and that's the first, okay, that's the first 12, and that's the next 12.", "turn_id": 149, "word_count": 33}, {"action": {"confidence": 0.98, "explanation": "Comment about liking the student better as scarecrow is social.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_006", "text": "I think I like a little better when you're a scarecrow.", "turn_id": 150, "word_count": 11}, {"action": {"confidence": 0.95, "explanation": "Brief agreement with the teasing comment.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Yeah.", "turn_id": 151, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "\"Thank you\" just acknowledges.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "Thank you.", "turn_id": 152, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "Social criticism about talking too much.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "Yeah, now you can't talk. You talk a little too much.", "turn_id": 153, "word_count": 11}, {"action": {"confidence": 0.86, "explanation": "Assigns the scarecrow role for participation management.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_006", "text": "If you are from now, we all decided that you're the Scarecrow forever. Yep, no, none of us want to be the scarecrow. So that means you have to.", "turn_id": 154, "word_count": 29}, {"action": {"confidence": 0.89, "explanation": "Declares the peer the official scarecrow, managing group roles.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_005", "text": "You're the official scarecrow now.", "turn_id": 155, "word_count": 5}, {"action": {"confidence": 0.88, "explanation": "Again assigns the scarecrow role.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "You're the Scarecrow now.", "turn_id": 156, "word_count": 4}, {"action": {"confidence": 0.75, "explanation": "Asks about blocking an object/space, a workspace-management move.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Can we block that thing?", "turn_id": 157, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "More playful scarecrow role talk.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Haha, now you're the scarecrow. No, you're the scarecrow.", "turn_id": 158, "word_count": 9}, {"action": {"confidence": 0.51, "explanation": "Begins suggesting another way forward (fragmentary \"then we would...\").", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_006", "text": "Okay, so, then we would half...", "turn_id": 159, "word_count": 6}, {"action": {"confidence": 0.89, "explanation": "Teacher manages the scarecrow role and allows that student to talk to her.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, how are we doing? Oh, are you the Scarecrow? You can talk to me. It's okay.", "turn_id": 160, "word_count": 17}, {"action": {"confidence": 0.58, "explanation": "\"Now what? That's all I want to say\" mainly marks limited participation/uptake.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "Now what? That's all I want to say.", "turn_id": 161, "word_count": 8}, {"action": {"confidence": 0.88, "explanation": "Teacher reviews the 12-coin pattern and asks what to do with 1001 coins, checking fit and next step.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, so what do you guys have? Alright, awesome. Do we see a, do we see a pattern? How many? How many coins are in? Oh, 12 are in the pattern. Oh, so it repeats. Let's see. Okay, I'm gonna check, check over here. Penny, yes, nickel, dime, quarter, penny, dime, penny, quarter, dime, nickel, penny, quarter. Oh my gosh. Okay, so now, what do we do, I forgot how much money we have. We have 1001 coins, and we have 12 numbers in a pattern.", "turn_id": 162, "word_count": 86}, {"action": {"confidence": 0.69, "explanation": "\"Give it a roll\" directs them to try proceeding.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, give it a roll.", "turn_id": 163, "word_count": 5}, {"action": {"confidence": 0.89, "explanation": "Asks a peer whether they know how to do division.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_005", "text": "Do you know how to do division?", "turn_id": 164, "word_count": 7}, {"action": {"confidence": 0.98, "explanation": "Insulting social commentary about not knowing division.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "I don't think he knows how to do, and no, you're going into the fifth grade. How do you not know how to do division?", "turn_id": 165, "word_count": 25}, {"action": {"confidence": 0.96, "explanation": "Remarks that division is \"third grade stuff\"; evaluative/social.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_005", "text": "Yeah, that's a third grade stuff.", "turn_id": 166, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "Personal commentary about when division was learned.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_006", "text": "I learned division in like, third grade.", "turn_id": 167, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "Brief agreement: \"Yeah, me too.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "Yeah, me too.", "turn_id": 168, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "States directly that 41 is not the answer.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_006", "text": "That's not the answer. 41 is not the answer.", "turn_id": 169, "word_count": 9}, {"action": {"confidence": 0.93, "explanation": "Asks how a peer obtained that result.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_002", "text": "How did you? How did you get?", "turn_id": 170, "word_count": 7}, {"action": {"confidence": 0.8, "explanation": "Questions the incorrect use of 41, signaling an error.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_006", "text": "How is 41, so 41 times.", "turn_id": 171, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "Explicitly says the peer doesn't understand division.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_002", "text": "No, you don't know how division works.", "turn_id": 172, "word_count": 7}, {"action": {"confidence": 0.94, "explanation": "Tells another student to hand over the marker and let someone else write.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_006", "text": "You're like ruining our paper right now. Okay, let's just let somebody else do this. Give it to me. Gimme the marker.", "turn_id": 173, "word_count": 22}, {"action": {"confidence": 0.88, "explanation": "Jokes about making the peer the scarecrow.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "No, now you want to be the scarecrow?", "turn_id": 174, "word_count": 8}, {"action": {"confidence": 0.93, "explanation": "Asks what the peer is doing on the paper.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_002", "text": "What is he doing?", "turn_id": 175, "word_count": 4}, {"action": {"confidence": 0.92, "explanation": "Explains that writing all the way to 1001 is the wrong number/approach.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_006", "text": "He's doing it all in 1001. That's not the number. It's too much, it gunna take too long.", "turn_id": 176, "word_count": 18}, {"action": {"confidence": 0.95, "explanation": "Suggests using long division.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_005", "text": "Bro, just do long division.", "turn_id": 177, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Criticizes the peer for not knowing long division.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_005", "text": "How do you not know how to do long division?", "turn_id": 178, "word_count": 10}, {"action": {"confidence": 0.93, "explanation": "Again asks what the peer is doing.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "What are you doing?", "turn_id": 179, "word_count": 4}, {"action": {"confidence": 0.87, "explanation": "Says the current approach will take too long, challenging it as inappropriate.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_002", "text": "No, that's going to take like, centuries, bro.", "turn_id": 180, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "Points out the peer is effectively trying to do it 1001 times, diagnosing the issue.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_006", "text": "There's no way we're going to make it all the way to 1001. You're doing it 1001 times.", "turn_id": 181, "word_count": 18}, {"action": {"confidence": 0.95, "explanation": "Corrects the count by noting that what is written is 120, not 1001.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_005", "text": "What? How is that 1001? That's 120.", "turn_id": 182, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Says explicitly that is not how to do it.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_005", "text": "What is he doing? That's not how you do it.", "turn_id": 183, "word_count": 10}, {"action": {"confidence": 0.91, "explanation": "Asks why the peer is doing it that way.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_002", "text": "Why are you doing it like that?", "turn_id": 184, "word_count": 7}, {"action": {"confidence": 0.56, "explanation": "\"Because it's going to, never mind\" aborts an explanation and mainly marks withdrawal.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "Because it's going to, never mind.", "turn_id": 185, "word_count": 6}, {"action": {"confidence": 0.79, "explanation": "Offers a rationale for the peer's method: trying to make it easier.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_002", "text": "He's trying to make it easier for himself.", "turn_id": 186, "word_count": 8}, {"action": {"confidence": 0.79, "explanation": "Mixes critique with a social jab about subtraction skill.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_005", "text": "Do you not know how to do subtraction? What is he doing?", "turn_id": 187, "word_count": 12}, {"action": {"confidence": 0.94, "explanation": "\"Wait a minute, what are you doing?\" asks for the method to be explained.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_002", "text": "Wait a minute, what are you doing?", "turn_id": 188, "word_count": 7}, {"action": {"confidence": 0.75, "explanation": "Questions the obtained quotient/remainder \"93 R 5\" as a possible result.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_006", "text": "What the heck, 93 R 5?", "turn_id": 189, "word_count": 6}, {"action": {"confidence": 0.91, "explanation": "Clarifies the notation by interpreting it as \"93 remainder five.\"", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_005", "text": "93 remainder five.", "turn_id": 190, "word_count": 3}, {"action": {"confidence": 0.73, "explanation": "States that there should not be a remainder, evaluating the division result against expectations.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_002", "text": "No, there's not supposed to be a remainder.", "turn_id": 191, "word_count": 8}, {"action": {"confidence": 0.72, "explanation": "Suggests what the remainder might mean: \"it's probably cents.\"", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_005", "text": "Yeah, it's probably cents.", "turn_id": 192, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Complains that the peer is ruining the paper.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_006", "text": "You're even running our paper.", "turn_id": 193, "word_count": 5}, {"action": {"confidence": 0.81, "explanation": "Suggests an alternative tool/approach: using a calculator.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_006", "text": "Hey, I have a calculator.", "turn_id": 194, "word_count": 5}, {"action": {"confidence": 0.92, "explanation": "Responds positively to the calculator idea.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Oh, that was so much easier.", "turn_id": 195, "word_count": 6}, {"action": {"confidence": 0.86, "explanation": "Questions whether calculator use is allowed under the activity constraints.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_006", "text": "Well, I don't know if we're allowed to use a calculator.", "turn_id": 196, "word_count": 11}, {"action": {"confidence": 0.9, "explanation": "Frames the setting as math camp to reason about calculator use rules.", "name": "orienting_to_lesson_or_activity"}, "role": "student", "speaker_id": "student_002", "text": "Yeah, I don't think so. It's a math camp.", "turn_id": 197, "word_count": 9}, {"action": {"confidence": 0.93, "explanation": "Returns to the plan of doing the division manually.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_005", "text": "Just do the division.", "turn_id": 198, "word_count": 4}, {"action": {"confidence": 0.89, "explanation": "Self-evaluative comment about not being good at division.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_006", "text": "I'm not really good at division, so.", "turn_id": 199, "word_count": 7}, {"action": {"confidence": 0.69, "explanation": "General motivational/social commentary about learning division.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "You're not gonna learn unless you do it the long.", "turn_id": 200, "word_count": 10}, {"action": {"confidence": 0.84, "explanation": "Asks someone else to do the division for them.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_006", "text": "Okay, somebody just do it for me. I'm not good at division.", "turn_id": 201, "word_count": 12}, {"action": {"confidence": 0.9, "explanation": "\"Me neither\" aligns with not being good at division.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Me neither.", "turn_id": 202, "word_count": 2}, {"action": {"confidence": 0.91, "explanation": "Also aligns: \"I'm not good at it either.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "I'm not good at it either.", "turn_id": 203, "word_count": 6}, {"action": {"confidence": 0.88, "explanation": "Hyperbolic social comment: \"Nobody's good at division.\"", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "Nobody's good at division.", "turn_id": 204, "word_count": 4}, {"action": {"confidence": 0.89, "explanation": "Self-comment about not knowing long division.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "I don't know how to do long division.", "turn_id": 205, "word_count": 8}, {"action": {"confidence": 0.9, "explanation": "Suggests dividing by making 12 groups and distributing 1001.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_006", "text": "I can do division. And like, I can do it and like, if I make 12 groups and then put 1001.", "turn_id": 206, "word_count": 21}, {"action": {"confidence": 0.77, "explanation": "Corrects the earlier claim by saying it was a joke and they do know long division.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_027", "text": "I'm just joking. I know how to do long division.", "turn_id": 207, "word_count": 10}, {"action": {"confidence": 0.95, "explanation": "Complains the peer ruined the paper.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_006", "text": "You already ruined all of our paper.", "turn_id": 208, "word_count": 7}, {"action": {"confidence": 0.74, "explanation": "Insists/affirms ability: \"I swear I can do it.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "I swear I can do it.", "turn_id": 209, "word_count": 6}, {"action": {"confidence": 0.87, "explanation": "Expresses exasperation: \"How did this even happen?\"", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "How did this even happen?", "turn_id": 210, "word_count": 5}, {"action": {"confidence": 0.67, "explanation": "Explains they could do it in the smaller space shown.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "I don't know. I swear I could do it this small right here.", "turn_id": 211, "word_count": 13}, {"action": {"confidence": 0.93, "explanation": "Suggests a specific method: make 12 groups and see what happens.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_006", "text": "Then why did you do. No. Give it to me. I'm just gonna make 12 groups and like, see what happens.", "turn_id": 212, "word_count": 21}, {"action": {"confidence": 0.88, "explanation": "Says that proposed method will take longer.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_027", "text": "That's gonna take longer.", "turn_id": 213, "word_count": 4}, {"action": {"confidence": 0.69, "explanation": "Rejects that criticism: \"No, it isn't.\"", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_006", "text": "No, it isn't.", "turn_id": 214, "word_count": 3}, {"action": {"confidence": 0.78, "explanation": "Reasserts that it will take longer.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_027", "text": "Yes, it is.", "turn_id": 215, "word_count": 3}, {"action": {"confidence": 0.69, "explanation": "Again rejects the claim.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_006", "text": "No, it isn't.", "turn_id": 216, "word_count": 3}, {"action": {"confidence": 0.83, "explanation": "Says nothing will take longer than the current attempt, criticizing the present method.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_005", "text": "Nothing is gonna take longer than this.", "turn_id": 217, "word_count": 7}, {"action": {"confidence": 0.9, "explanation": "Explains that they only wrote up to 120 to make the work easier, not to 1000.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "I just wrote it one, one through 120 so I know easy how to do it, not to 1000.", "turn_id": 218, "word_count": 19}, {"action": {"confidence": 0.88, "explanation": "Says the peer still doesn't know how to do it.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_005", "text": "But you still don't know how to do it.", "turn_id": 219, "word_count": 9}, {"action": {"confidence": 0.95, "explanation": "Admits \"Yeah, I don't.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "Yeah, I don't.", "turn_id": 220, "word_count": 3}, {"action": {"confidence": 0.84, "explanation": "Counts tens in each group to estimate reaching 130.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_006", "text": "70, 80, 90, 100, 110 120, 130. If you put 10 in each it'll get us 130.", "turn_id": 221, "word_count": 17}, {"action": {"confidence": 0.58, "explanation": "Offers \"It's 220\" as a candidate count/value.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "It's 220.", "turn_id": 222, "word_count": 2}, {"action": {"confidence": 0.73, "explanation": "\"200?\" checks what number the peer means.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_002", "text": "200?", "turn_id": 223, "word_count": 1}, {"action": {"confidence": 0.91, "explanation": "Corrects the prior number to 120.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_027", "text": "120.", "turn_id": 224, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Accepts the correction: \"Wait, yeah, it's 120.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Wait, yeah, it's 120.", "turn_id": 225, "word_count": 4}, {"action": {"confidence": 0.83, "explanation": "States the peer already got 93 remainder 5 and critiques the failed approach.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_006", "text": "I can't do division. And you already ruined half our paper. No, you're just gonna, you already did that, and you got 93 remainder 5.", "turn_id": 226, "word_count": 25}, {"action": {"confidence": 0.85, "explanation": "Suggests trying 12 times 90 as a helpful calculation step.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_002", "text": "Cause what if it's just 12 times 90?", "turn_id": 227, "word_count": 8}, {"action": {"confidence": 0.9, "explanation": "Asks why they would use 12 times 90.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_005", "text": "Why would it be 12 times 90?", "turn_id": 228, "word_count": 7}, {"action": {"confidence": 0.73, "explanation": "Restates that they are doing 1001 divided by the pattern length.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_006", "text": "We said that, it'd be, what were we doing? What we were doing, what were we doing, 1000, we're just doing 1001 divided by.", "turn_id": 229, "word_count": 24}, {"action": {"confidence": 0.85, "explanation": "Performs the subtraction insight \"100 minus 96.\"", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_002", "text": "Wait, how does this even work? How did? You can't. Oh, 100 minus 96.", "turn_id": 230, "word_count": 14}, {"action": {"confidence": 0.86, "explanation": "Calls for someone who can actually do division to take over.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_006", "text": "You know what, we need somebody who can actually do division.", "turn_id": 231, "word_count": 11}, {"action": {"confidence": 0.93, "explanation": "Complains about the paper being ruined.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_006", "text": "You ruined half our paper. You could just like.", "turn_id": 232, "word_count": 9}, {"action": {"confidence": 0.87, "explanation": "Volunteers to take over the work: \"I'll just do it.\"", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_005", "text": "I'll just do it.", "turn_id": 233, "word_count": 4}, {"action": {"confidence": 0.84, "explanation": "Offers to attempt the division, taking a role in the workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "I'll attempt to do it.", "turn_id": 234, "word_count": 5}, {"action": {"confidence": 0.8, "explanation": "Asks where the writing/tool is, coordinating access to the workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_005", "text": "Where is, where is it? Where is it?", "turn_id": 235, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "Requests the marker for a minute.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_006", "text": "No, I need it. I need a marker for a minute.", "turn_id": 236, "word_count": 11}, {"action": {"confidence": 0.75, "explanation": "Affirms ability to do it.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "I can actually do it.", "turn_id": 237, "word_count": 5}, {"action": {"confidence": 0.63, "explanation": "Filler while preparing to write; no substantive content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "Okay, what is it? It's... it's...", "turn_id": 238, "word_count": 6}, {"action": {"confidence": 0.78, "explanation": "Asks for a moment before proceeding; transition/uptake.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "Okay, so, oh, give me one second.", "turn_id": 239, "word_count": 7}, {"action": {"confidence": 0.91, "explanation": "Complains someone is using their chart.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "See! You're using mine.", "turn_id": 240, "word_count": 4}, {"action": {"confidence": 0.92, "explanation": "Repeats the complaint about using the chart.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "You're literally using my chart.", "turn_id": 241, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "Threatening social comment, not math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_006", "text": "If you don't be quiet, I swear.", "turn_id": 242, "word_count": 7}, {"action": {"confidence": 0.93, "explanation": "Insulting question about counting ability.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "You can't count?", "turn_id": 243, "word_count": 3}, {"action": {"confidence": 0.93, "explanation": "Retorts with the same social jab.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_005", "text": "Can you count?", "turn_id": 244, "word_count": 3}, {"action": {"confidence": 0.87, "explanation": "Asks permission to do the multiplication part.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Can I can I multiply? Can I multiply?", "turn_id": 245, "word_count": 8}, {"action": {"confidence": 0.83, "explanation": "Grants permission: \"Yes, multiply whatever you want.\"", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "Yes, multiply whatever you want.", "turn_id": 246, "word_count": 5}, {"action": {"confidence": 0.72, "explanation": "\"Wait\" is brief interactional pause without math content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "Wait.", "turn_id": 247, "word_count": 1}, {"action": {"confidence": 0.76, "explanation": "Suggests beginning with a multiplication fact: \"just do 12 times...\"", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_006", "text": "Actually, just do 12 times.", "turn_id": 248, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Requests space and a chance to do the work on scratch paper.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_005", "text": "Wait, wait, wait, can I do it, can I do it? Where's my scratch. Wait, move.", "turn_id": 249, "word_count": 16}, {"action": {"confidence": 0.92, "explanation": "Again complains about use of the chart.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "See you're using my chart.", "turn_id": 250, "word_count": 5}, {"action": {"confidence": 0.99, "explanation": "Social command \"Shut up,\" not math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_005", "text": "Shut up.", "turn_id": 251, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "Calls out language use, social not mathematical.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Hey! No more bad words.", "turn_id": 252, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Defends the phrase as not a bad word; social.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_005", "text": "That's not a bad word.", "turn_id": 253, "word_count": 5}, {"action": {"confidence": 0.93, "explanation": "Directs a specific multiplication step: first do 12 times 9.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_006", "text": "First, do 12 times... 9.", "turn_id": 254, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "More scarecrow teasing/social talk.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "See it is helpful. You can't speak. You're the scarecrow, haha.", "turn_id": 255, "word_count": 11}, {"action": {"confidence": 0.98, "explanation": "Expresses frustration with the peer.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_005", "text": "I can't take you anymore.", "turn_id": 256, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "\"I don't care\" is affective/social.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "I don't care.", "turn_id": 257, "word_count": 3}, {"action": {"confidence": 0.75, "explanation": "Points back to the chart and the result \"93 remainder 5\" as the current obtained answer to inspect.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_027", "text": "See, you're using my chart. That's what I thought. See, 93 remainder 5.", "turn_id": 258, "word_count": 13}, {"action": {"confidence": 0.83, "explanation": "Tells the peer to be quiet because they are making work harder.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_006", "text": "If you don't... you're just making it more difficult. Just be quiet.", "turn_id": 259, "word_count": 12}, {"action": {"confidence": 0.89, "explanation": "Repeats the fifth grader identity as social commentary.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "I'm a fifth grader.", "turn_id": 260, "word_count": 4}, {"action": {"confidence": 0.88, "explanation": "Concedes that the peer was right.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "That's true. He is, was right. He was right.", "turn_id": 261, "word_count": 9}, {"action": {"confidence": 0.82, "explanation": "Affective insistence that they had been saying this all along.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "What did I say this whole time? My God, what did I, what did I say this whole time?", "turn_id": 262, "word_count": 19}, {"action": {"confidence": 0.89, "explanation": "Explains why they did not believe the peer earlier.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_002", "text": "We didn't believe you because you were goofing off, and you're going into the fifth grade, and you were struggling to do... I was not going to believe you.", "turn_id": 263, "word_count": 29}, {"action": {"confidence": 0.69, "explanation": "Challenges that explanation by reframing it as disbelief because of grade level.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_027", "text": "You weren't believing me because I'm a fifth grader.", "turn_id": 264, "word_count": 9}, {"action": {"confidence": 0.88, "explanation": "Clarifies again that the issue was the peer's behavior and work, not grade level.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_002", "text": "No, I didn't believe him, because he was doing this. He was doing this. He was doing this.", "turn_id": 265, "word_count": 18}, {"action": {"confidence": 0.95, "explanation": "Teacher states the division goal: determine how many times 12 goes into 1001.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Cause you gotta see how many times 12 goes into it.", "turn_id": 266, "word_count": 11}, {"action": {"confidence": 0.95, "explanation": "Complains about scribbling on the paper.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_006", "text": "He was scribbling all over it. He was scribbling everywhere.", "turn_id": 267, "word_count": 10}, {"action": {"confidence": 0.85, "explanation": "Adds another reason they mistrusted the peer: he said he didn't know division.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_002", "text": "And he was like, I don't know how to do division. That's what he said.", "turn_id": 268, "word_count": 15}, {"action": {"confidence": 0.97, "explanation": "Teacher asks what the 93 sets mean in the context.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Okay, so, you have 93 sets of this? Is that what it is?", "turn_id": 269, "word_count": 13}, {"action": {"confidence": 0.86, "explanation": "States the division as \"12 divided by 1001,\" which is the wrong setup.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_027", "text": "We did 12 divided by 1001.", "turn_id": 270, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "Teacher restates the intended meaning: in 1001 there are 93 sets?", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Right, so in the 1001 there's 93 sets?", "turn_id": 271, "word_count": 8}, {"action": {"confidence": 0.91, "explanation": "Says the next step is to multiply.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_027", "text": "Yeah, so now I need to multiply.", "turn_id": 272, "word_count": 7}, {"action": {"confidence": 0.92, "explanation": "Teacher asks them to interpret the remaining five coins and the value of one set.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "With five extra coins. No, so listen, you got to figure out what the value of this is.", "turn_id": 273, "word_count": 18}, {"action": {"confidence": 0.95, "explanation": "Brief apology/receipt: \"Okay, sorry.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "Okay, sorry.", "turn_id": 274, "word_count": 2}, {"action": {"confidence": 0.92, "explanation": "Teacher asks what to do after finding one set's value, prompting the multiply-by-sets strategy.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Think about it. If you find the value of this, then what do you want to do with it?", "turn_id": 275, "word_count": 19}, {"action": {"confidence": 0.95, "explanation": "Supplies the intended next step: multiply by 93.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_005", "text": "Times it by 93.", "turn_id": 276, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Teacher explains that after multiplying by 93 they still must value the extra five coins.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Yes, and that gives you this amount, then you got to figure out what those are. We're on the right track.", "turn_id": 277, "word_count": 21}, {"action": {"confidence": 0.9, "explanation": "Asks who should take the marker/do the next step.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_005", "text": "Should I do it, or should I give it to him?", "turn_id": 278, "word_count": 11}, {"action": {"confidence": 0.92, "explanation": "Requests the marker and role in doing the counting.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "Give it to me, I know how to count. I know how to count.", "turn_id": 279, "word_count": 14}, {"action": {"confidence": 0.93, "explanation": "Teasing challenge: \"Do you?\"", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_005", "text": "Do you?", "turn_id": 280, "word_count": 2}, {"action": {"confidence": 0.84, "explanation": "Affective insistence that they can count.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Yes, I swear. Oh God, I know how to count.", "turn_id": 281, "word_count": 10}, {"action": {"confidence": 0.92, "explanation": "Repeats the teasing question.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_005", "text": "Do you?", "turn_id": 282, "word_count": 2}, {"action": {"confidence": 0.73, "explanation": "Reaffirms ability to count.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "I know how to count.", "turn_id": 283, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "Maps coin symbols to cent values: penny 1, nickel 5, dime 10, quarter 25.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_005", "text": "Penny is a one, nickel is a five, dime is a 10, quarter is 25. Okay, so I don't trust him.", "turn_id": 284, "word_count": 21}, {"action": {"confidence": 0.94, "explanation": "Counts the number of pennies in the 12-coin set.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_027", "text": "First, how much pennies are there? One, two, three, four, five, six, seven, eight.", "turn_id": 285, "word_count": 14}, {"action": {"confidence": 0.66, "explanation": "Signals that counts are needed for nickels, dimes, and quarters too.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_027", "text": "Okay, so there's eight pennies, nickels, dimes.", "turn_id": 286, "word_count": 7}, {"action": {"confidence": 0.71, "explanation": "Teacher asks whether they are getting there, checking status.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Are you guys getting there?", "turn_id": 287, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Simple yes-response.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Yeah.", "turn_id": 288, "word_count": 1}, {"action": {"confidence": 0.61, "explanation": "Names the next coin category to count: quarters.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_027", "text": "Quarters.", "turn_id": 289, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Dramatic affective comment about wanting to roll away.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "I'm gonna crumble into a ball and roll away.", "turn_id": 290, "word_count": 9}, {"action": {"confidence": 0.72, "explanation": "Turns to the nickel count/value next.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_027", "text": "Okay, so a nickel.", "turn_id": 291, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Expresses not wanting to be there; affective/off-task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "This place is not, I don't want to be here.", "turn_id": 292, "word_count": 10}, {"action": {"confidence": 0.78, "explanation": "Counts nickels: \"Two, three, four.\"", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_027", "text": "Two, three, four.", "turn_id": 293, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Affective exclamation.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_005", "text": "Oh my God.", "turn_id": 294, "word_count": 3}, {"action": {"confidence": 0.8, "explanation": "Counts to six while mixing in singing; still doing the count.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_027", "text": "Because I'm happy. I know this. You feel like that's what you want to do, because I'm happy. Okay, so one, two, three, four, five, six.", "turn_id": 295, "word_count": 26}, {"action": {"confidence": 0.95, "explanation": "Calculates subtotal values: 8 pennies, 20 from nickels, 60 from dimes, 150 from quarters.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_027", "text": "Because I'm happy. One, two, three, four, five, six, because I'm happy. Okay, so then penny equal to one, so eight. That's equal to five, so 20. That's equal to, that's 10 so 60. That's equal to 25, so do be 150 cent.", "turn_id": 296, "word_count": 43}, {"action": {"confidence": 0.86, "explanation": "\"Is it?\" questions whether that computed total is correct.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_005", "text": "Is it?", "turn_id": 297, "word_count": 2}, {"action": {"confidence": 0.62, "explanation": "Revises the subtotal from 150 cents to 230 cents after reconsidering.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_027", "text": "Yeah, yeah, that would be eight. That would be, um, 230.", "turn_id": 298, "word_count": 11}, {"action": {"confidence": 0.96, "explanation": "Shifts to social commentary about grade level.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "Wait, what grade are you going into?", "turn_id": 299, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "Answers the grade-level question: \"Sixth.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "Sixth.", "turn_id": 300, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Commentary about expected sixth grade math, not current reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "I thought we were going to be doing sixth grade math.", "turn_id": 301, "word_count": 11}, {"action": {"confidence": 0.95, "explanation": "Boasts about knowing sixth grade math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "I already know sixth grade math!", "turn_id": 302, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Insulting claim about barely doing third grade math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_005", "text": "No, you don't. You can barely do third grade math.", "turn_id": 303, "word_count": 10}, {"action": {"confidence": 0.97, "explanation": "Brings up Pythagorean theorem in bragging/social exchange.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "I already know the Pythagoras theorem.", "turn_id": 304, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Continues off-task social comparison about friends and grade level.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "Last year, when I was in was in fourth grade, all my friends knew that.", "turn_id": 305, "word_count": 15}, {"action": {"confidence": 0.79, "explanation": "Asks what the Pythagorean theorem is, within off-task banter but still a clarification request.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_027", "text": "The Pythagoras theorem?", "turn_id": 306, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Social response about friends knowing it.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "Yeah, most of my friends.", "turn_id": 307, "word_count": 5}, {"action": {"confidence": 0.89, "explanation": "Challenges the peer to explain it: \"What is it then?\"", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_027", "text": "What is it then?", "turn_id": 308, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Says they don't know it themselves; social aside.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "No, I don't know it, most of my friends knew it.", "turn_id": 309, "word_count": 11}, {"action": {"confidence": 0.99, "explanation": "Affective complaint: \"Ow, my ankle.\"", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "So? Ow, my ankle.", "turn_id": 310, "word_count": 4}, {"action": {"confidence": 0.99, "explanation": "Hostile joking/social remark about throwing someone off a bridge.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "I'm going to throw you off a bridge.", "turn_id": 311, "word_count": 8}, {"action": {"confidence": 0.97, "explanation": "Replies literally about there being no bridge; social.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "There is no bridge.", "turn_id": 312, "word_count": 4}, {"action": {"confidence": 0.99, "explanation": "Another joking threat, off-task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_005", "text": "I'm going to throw you out that window.", "turn_id": 313, "word_count": 8}, {"action": {"confidence": 0.66, "explanation": "Returns to task management by noting the count is done and asking what next.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "Hmm, it doesn't look like a far window. Wait, I'm a scarecrow, I'm not supposed to talk. Okay, now what? I counted.", "turn_id": 314, "word_count": 22}, {"action": {"confidence": 0.99, "explanation": "Social insult about a sibling.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "I feel bad for your sister", "turn_id": 315, "word_count": 6}, {"action": {"confidence": 0.99, "explanation": "Social insult about family.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_005", "text": "I feel bad for your family.", "turn_id": 316, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Asks about the peer being energetic; social, not math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "Why are you so energetic?", "turn_id": 317, "word_count": 5}, {"action": {"confidence": 0.99, "explanation": "Talks about travel to Delaware/Maryland, off-task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Because... like two days ago, I went to Denmark. I mean, Delaware. Who Delaware.", "turn_id": 318, "word_count": 14}, {"action": {"confidence": 0.99, "explanation": "Comments on Denmark vs Delaware; off-task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "Delaware and Denmark are so different.", "turn_id": 319, "word_count": 6}, {"action": {"confidence": 0.99, "explanation": "Continues travel story, off-task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "I went to Delaware and Maryland in one single day.", "turn_id": 320, "word_count": 10}, {"action": {"confidence": 0.99, "explanation": "Says they don't care and starts own travel story; off-task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "I'm sorry, but we don't care. I was in the, I went to.", "turn_id": 321, "word_count": 13}, {"action": {"confidence": 0.99, "explanation": "More travel talk, off-task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "I went to Ocean City.", "turn_id": 322, "word_count": 5}, {"action": {"confidence": 0.99, "explanation": "Continues off-task travel comparison.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "I went to North Carolina, South Carolina, and Georgia all in one day.", "turn_id": 323, "word_count": 13}, {"action": {"confidence": 0.8, "explanation": "Returns to task flow by asking what to do now.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "Okay, so now, what?", "turn_id": 324, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Directs a peer to just do the math.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Just do the math.", "turn_id": 325, "word_count": 4}, {"action": {"confidence": 0.76, "explanation": "A visitor/peer asks for status: \"How's it all going over here?\"", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1005", "text": "How's it all going over here?", "turn_id": 326, "word_count": 6}, {"action": {"confidence": 0.88, "explanation": "Social greeting response rather than math status.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Hi, how ya doing, good, I guess.", "turn_id": 327, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "Asks where they are in the solution process.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1005", "text": "Okay. So where are you right now?", "turn_id": 328, "word_count": 7}, {"action": {"confidence": 0.9, "explanation": "Provides the current number they have: 238.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "238.", "turn_id": 329, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Asks what 238 represents.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1005", "text": "What's the number 238 mean?", "turn_id": 330, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Interprets 238 as two dollars and 38 cents.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_002", "text": "Two dollars and 38 cents.", "turn_id": 331, "word_count": 5}, {"action": {"confidence": 0.84, "explanation": "Asks for a turn to do the work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "Wait, can I do it?", "turn_id": 332, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Comment about the microphone, not the math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "That's a mic right?", "turn_id": 333, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Suggests multiplying 238 by 93.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_005", "text": "Wait 238 times 93, I think.", "turn_id": 334, "word_count": 6}, {"action": {"confidence": 0.74, "explanation": "States ability to do multiplication; mainly uptake for taking the task.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "I can do multiplication.", "turn_id": 335, "word_count": 4}, {"action": {"confidence": 0.91, "explanation": "Teasing challenge: \"Are you sure about that?\"", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_005", "text": "Are you sure about that?", "turn_id": 336, "word_count": 5}, {"action": {"confidence": 0.66, "explanation": "Explains they can do multiplication in a particular way.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "Yeah, I can multiplication like this.", "turn_id": 337, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Asks how they got the value 238.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1005", "text": "Okay, so where did you get this value of 238?", "turn_id": 338, "word_count": 10}, {"action": {"confidence": 0.95, "explanation": "Explains that 238 came from adding all those values.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_005", "text": "Um, adding all of those.", "turn_id": 339, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Teacher states directly that their current work is wrong.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_001", "text": "That's wrong.", "turn_id": 340, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Brief agreement: \"Yes.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1005", "text": "Yes.", "turn_id": 341, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Asks which part is wrong.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_005", "text": "That's wrong?", "turn_id": 342, "word_count": 2}, {"action": {"confidence": 0.78, "explanation": "Specifies that the problematic number is the 93.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1005", "text": "The 93.", "turn_id": 343, "word_count": 2}, {"action": {"confidence": 0.99, "explanation": "Explains the division is incorrect and pinpoints where to fix it.", "name": "challenging_or_diagnosing_an_error"}, "role": "unknown", "speaker_id": "unknown_007", "text": "So, so right over here, 12 or 1001 divided by 12, your division is incorrect because 93 is not correct. The remainder of five is correct. So fix this right here. How many times can 12 go to 100?", "turn_id": 344, "word_count": 39}, {"action": {"confidence": 0.93, "explanation": "Answers the division prompt with \"Nine times.\"", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "Nine times.", "turn_id": 345, "word_count": 2}, {"action": {"confidence": 0.93, "explanation": "Confirms the suggested nine.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "Yeah, nine.", "turn_id": 346, "word_count": 2}, {"action": {"confidence": 0.85, "explanation": "Repeats \"Nine?\" to probe whether that quotient digit fits.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1005", "text": "Nine?", "turn_id": 347, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Corrects the prior answer from 9 to 8 and updates to 83.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_027", "text": "Yeah, wait no, eight. It's 83.", "turn_id": 348, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "Teacher accepts the correction.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1005", "text": "Okay.", "turn_id": 349, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Restates the corrected quotient: 83.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_002", "text": "83.", "turn_id": 350, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "Teacher again confirms.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1005", "text": "Okay.", "turn_id": 351, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Explains why 9 was wrong because 12 times 9 is 108.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "Cause nine is 108. See, one, two, three, four, five, six, seven, eight, nine. Wait, what. I did my math wrong.", "turn_id": 352, "word_count": 21}, {"action": {"confidence": 0.88, "explanation": "Confirms the student made a math error.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1005", "text": "Yeah, you did your math incorrect.", "turn_id": 353, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "Identifies a mistaken multiplication sequence and calls it out.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_027", "text": "12, 24, 36, 48, 60. There's no 56. You cheater!", "turn_id": 354, "word_count": 10}, {"action": {"confidence": 0.82, "explanation": "Tells them to fix the work now that the mistake is known.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1005", "text": "Yeah, you mess up everything. So, okay, so now you know your mistake. Fix it.", "turn_id": 355, "word_count": 15}, {"action": {"confidence": 0.95, "explanation": "Continues the multiples of 12: 72, 84, 96.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_027", "text": "Okay. So then there's 72 and then 84, and then 96.", "turn_id": 356, "word_count": 11}, {"action": {"confidence": 0.83, "explanation": "Counts eight groups to verify the corrected quotient digit.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_027", "text": "One, two, three, four, five, six, seven, eight. Okay, that's correct.", "turn_id": 357, "word_count": 11}, {"action": {"confidence": 0.75, "explanation": "Simple continuation acknowledgment: \"Okay, so.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1005", "text": "Okay, so.", "turn_id": 358, "word_count": 2}, {"action": {"confidence": 0.88, "explanation": "Adds the next multiple, 108.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_027", "text": "And 108.", "turn_id": 359, "word_count": 2}, {"action": {"confidence": 0.85, "explanation": "Asks whether they need to continue that far, checking necessity of the step.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1005", "text": "Do you need to go that far?", "turn_id": 360, "word_count": 7}, {"action": {"confidence": 0.67, "explanation": "Says they went to 10 for that reason, explaining the extra step.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "120. Yeah, to 10.", "turn_id": 361, "word_count": 4}, {"action": {"confidence": 0.89, "explanation": "Points out that only 96 is needed, not going further.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1005", "text": "But you already know that 96 is what you need. So.", "turn_id": 362, "word_count": 11}, {"action": {"confidence": 0.98, "explanation": "Executes the long-division step to get 83 remainder 5.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_027", "text": "Okay, so then if we do division, oh, no, okay, so that goes into that eight times, that'd be 96 minus equals four. Bring that down one, that would go into that three times, and that'd be remainder five.", "turn_id": 363, "word_count": 39}, {"action": {"confidence": 0.88, "explanation": "Asks what to do next after obtaining 83 remainder 5.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1005", "text": "Okay, now that you have 83 remainder five. What do you do?", "turn_id": 364, "word_count": 12}, {"action": {"confidence": 0.91, "explanation": "Self-deprecating joke about being a fifth grader and not knowing.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "I'm only fifth grader. I don't know, you got a turn.", "turn_id": 365, "word_count": 11}, {"action": {"confidence": 0.89, "explanation": "Encouraging acknowledgment that they are close.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1005", "text": "You're so close though.", "turn_id": 366, "word_count": 4}, {"action": {"confidence": 0.89, "explanation": "Suggests multiplying 238 by 93, based on the earlier but outdated numbers.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_005", "text": "Oh, we do 238 times 93.", "turn_id": 367, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "Questions whether they should still be using 93, indicating that is incorrect now.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1005", "text": "Are we still using 93?", "turn_id": 368, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Corrects 93 to 83.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_005", "text": "No, 83.", "turn_id": 369, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "Asks again what 238 stands for.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1005", "text": "Okay. So again, where did the value of 238 come from?", "turn_id": 370, "word_count": 11}, {"action": {"confidence": 0.97, "explanation": "States that it means $2.38.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_002", "text": "It's $2.38.", "turn_id": 371, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Advises keeping everything in cents until the end of the computation.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1005", "text": "Okay, good ahead. Now, do you want to keep it as cents, or you going to switch it to dollars? I say you save it, the conversion. Yes, you save the conversion to dollars last. So you keep it as cents for now.", "turn_id": 372, "word_count": 43}, {"action": {"confidence": 0.98, "explanation": "Affective complaint about brain hurting and being only a fifth grader.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "My brain hurts. I'm only a fifth grader. So why am I here?", "turn_id": 373, "word_count": 13}, {"action": {"confidence": 0.91, "explanation": "Social response: \"You signed up for this?\"", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "You signed up for this?", "turn_id": 374, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Joking contradiction about signing up; not math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Yeah, I did. I never did.", "turn_id": 375, "word_count": 6}, {"action": {"confidence": 0.9, "explanation": "Encouraging acknowledgment of the student's reasoning progress.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1005", "text": "You're good, you got the reasoning, like you're getting there.", "turn_id": 376, "word_count": 10}, {"action": {"confidence": 0.89, "explanation": "Says they don't even know how to do it; self-evaluative affect.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "I don't even know how to do.", "turn_id": 377, "word_count": 7}, {"action": {"confidence": 0.9, "explanation": "Asks whether another person wants to do the multiplication.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_005", "text": "You want to keep, do you want to do it?", "turn_id": 378, "word_count": 10}, {"action": {"confidence": 0.71, "explanation": "Says they do multiplication a different way, explaining a possible approach.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_002", "text": "Multiplication? I do multiplication a different way.", "turn_id": 379, "word_count": 7}, {"action": {"confidence": 0.77, "explanation": "Claims they know how to do multiplication; mostly self-assertion before acting.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "I know how to do multiplication. It's easy. It's easy.", "turn_id": 380, "word_count": 10}, {"action": {"confidence": 0.95, "explanation": "Demands the marker to take over the workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Bloody hell, this is preposterous. Give me the marker. Give me the marker.", "turn_id": 381, "word_count": 13}, {"action": {"confidence": 0.97, "explanation": "Asks what \"preposterous\" means.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_027", "text": "What does preposterous mean?", "turn_id": 382, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Repeats the demand for the marker.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "This is preposterous. I just need the marker. Give me the marker.", "turn_id": 383, "word_count": 12}, {"action": {"confidence": 0.93, "explanation": "Also demands the marker.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "Give me the marker.", "turn_id": 384, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Repeats \"The marker\" to claim control of the workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "The marker.", "turn_id": 385, "word_count": 2}, {"action": {"confidence": 0.94, "explanation": "Repeats the demand for the marker.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "The marker.", "turn_id": 386, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Again demands the marker.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "The marker.", "turn_id": 387, "word_count": 2}, {"action": {"confidence": 0.89, "explanation": "Reminds them of the scarecrow speaking rule to manage participation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1005", "text": "Remember, the scarecrow doesn't speak.", "turn_id": 388, "word_count": 5}, {"action": {"confidence": 0.89, "explanation": "Uses that rule to demand the marker again.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Yeah, so give me a marker.", "turn_id": 389, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Tells them to respect the current marker holder.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1005", "text": "No. We're gonna respect the marker holder.", "turn_id": 390, "word_count": 7}, {"action": {"confidence": 0.84, "explanation": "Complains that the marker was stolen; social/workspace conflict.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "He stole it from me. Okay.", "turn_id": 391, "word_count": 6}, {"action": {"confidence": 0.94, "explanation": "Tells the group to double-check the math.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_005", "text": "Double check his math.", "turn_id": 392, "word_count": 4}, {"action": {"confidence": 0.91, "explanation": "Repeats as a clarifying question: \"Double check it?\"", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_002", "text": "Double check it?", "turn_id": 393, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Confirms that yes, they should double-check.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "Yes.", "turn_id": 394, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Admits confusion: \"I don't know what I'm doing.\"", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "I don't know what I'm doing.", "turn_id": 395, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Asks whether calculators are allowed.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "Are we allowed to use calculators?", "turn_id": 396, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "\"Huh?\" requests repetition/clarification.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1005", "text": "Huh?", "turn_id": 397, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Repeats the calculator-allowance question.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "Are we allowed to use calculators?", "turn_id": 398, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "Answers the rule question with the constraint: calculators are not allowed.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1005", "text": "No.", "turn_id": 399, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Asks what another person is doing.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_027", "text": "What are you doing?", "turn_id": 400, "word_count": 4}, {"action": {"confidence": 0.84, "explanation": "Answers that the person is using a calculator, interpreting the action.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1005", "text": "Using a calculator.", "turn_id": 401, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Affective reaction: \"Bro!\"", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_005", "text": "Bro!", "turn_id": 402, "word_count": 1}, {"action": {"confidence": 0.88, "explanation": "Joking/social reply about using the calculator.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1005", "text": "What? I'm not you.", "turn_id": 403, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Playful threat to report them.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "So? I'm reporting you!", "turn_id": 404, "word_count": 4}, {"action": {"confidence": 0.93, "explanation": "Tells the group to continue working.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1005", "text": "Anyways, continue.", "turn_id": 405, "word_count": 2}, {"action": {"confidence": 0.92, "explanation": "Echoes the directive to continue.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "Continue.", "turn_id": 406, "word_count": 1}, {"action": {"confidence": 0.77, "explanation": "Brief refusal: \"No.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "No.", "turn_id": 407, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Invokes the scarecrow rule to control who can speak.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "You can't speak. You're the scarecrow.", "turn_id": 408, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "Says directly that 238 is not a number they need, identifying a wrong quantity.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1005", "text": "Can I tell you right now, 238 is a number you don't need to use.", "turn_id": 409, "word_count": 15}, {"action": {"confidence": 0.99, "explanation": "Breaks into dancing/iPad comment; clearly off-task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Dance, dance, dance, dance. Oh, iPad stand!", "turn_id": 410, "word_count": 7}, {"action": {"confidence": 0.88, "explanation": "Tells the peer to come back, managing behavior/location.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Get back here!", "turn_id": 411, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Directs them not to touch the iPad/stand.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1005", "text": "Don't touch it please, don't touch it.", "turn_id": 412, "word_count": 7}, {"action": {"confidence": 0.81, "explanation": "Requests the peer return because they no longer have a marker.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "I don't have a marker anymore. So, get back here.", "turn_id": 413, "word_count": 10}, {"action": {"confidence": 0.97, "explanation": "More scarecrow-role teasing about not speaking.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Where'd it go? Oh, you have it. So you can't speak.", "turn_id": 414, "word_count": 11}, {"action": {"confidence": 0.84, "explanation": "Teacher asks for status: \"Are you guys there?\"", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Are you guys there?", "turn_id": 415, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Responds briefly: \"Almost.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "Almost", "turn_id": 416, "word_count": 1}, {"action": {"confidence": 0.88, "explanation": "Teacher asks if they have obtained the value yet.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "The dance party's not starting yet. What? Did you get the value?", "turn_id": 417, "word_count": 12}, {"action": {"confidence": 0.87, "explanation": "Comments that the math is very unorganized; affective evaluation.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "It's very unorganized math.", "turn_id": 418, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Teacher offers another piece of paper, managing materials.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Do you need another piece of paper?", "turn_id": 419, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Accepts the offer: \"Yes, please.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_005", "text": "Yes, please.", "turn_id": 420, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "Teacher agrees to provide the paper.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "I can do that. That I can do.", "turn_id": 421, "word_count": 8}, {"action": {"confidence": 0.8, "explanation": "Points out who has the marker and is speaking, invoking role/workspace control.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "He's talking. You have the marker. You have the marker.", "turn_id": 422, "word_count": 10}, {"action": {"confidence": 0.96, "explanation": "Comments playfully on the see-through paper.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Wow, a big paper, we could still see it. It's see through paper.", "turn_id": 423, "word_count": 13}, {"action": {"confidence": 0.94, "explanation": "Suggests redoing the multiplication.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_002", "text": "So, just do the multiplication again.", "turn_id": 424, "word_count": 6}, {"action": {"confidence": 0.92, "explanation": "Asks what the multiplicand/multiplication should be.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_005", "text": "Okay, okay. So, what is it?", "turn_id": 425, "word_count": 6}, {"action": {"confidence": 0.76, "explanation": "Offers 238 times ... as the multiplication expression.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_002", "text": "238 times.", "turn_id": 426, "word_count": 2}, {"action": {"confidence": 0.9, "explanation": "Says that number is not needed based on prior feedback.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_005", "text": "No, he said we don't need that number.", "turn_id": 427, "word_count": 8}, {"action": {"confidence": 0.83, "explanation": "\"Oh, huh?\" requests clarification of that correction.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_002", "text": "Oh, huh?", "turn_id": 428, "word_count": 2}, {"action": {"confidence": 0.86, "explanation": "Explains that the helper said they do not need that number.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_005", "text": "He said we don't need that number.", "turn_id": 429, "word_count": 7}, {"action": {"confidence": 0.72, "explanation": "States the key fact that they need some other number instead.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_006", "text": "We need something else.", "turn_id": 430, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "States personal distrust; social rather than mathematical.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "I don't really trust him.", "turn_id": 431, "word_count": 5}, {"action": {"confidence": 0.52, "explanation": "Fragmentary social reaction, not mathematical content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "How do you not...", "turn_id": 432, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Repeats distrust of the helper.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_005", "text": "I don't trust him.", "turn_id": 433, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "General social comment: \"I don't trust people.\"", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "I don't trust people.", "turn_id": 434, "word_count": 4}, {"action": {"confidence": 0.96, "explanation": "Playfully tells the helper someone doesn't trust them.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "You don't trust him? Hi. Uh, excuse me. She doesn't trust you.", "turn_id": 435, "word_count": 12}, {"action": {"confidence": 0.95, "explanation": "Asks what they should multiply instead if not that number.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_002", "text": "I'm joking. So, we don't have to multiply this one. So what do we have to multiply?", "turn_id": 436, "word_count": 17}, {"action": {"confidence": 0.88, "explanation": "Compares their progress to other groups; not substantive math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "How is everybody else done?", "turn_id": 437, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Blames a peer jokingly: \"Because it's you!\"", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "Because it's you!", "turn_id": 438, "word_count": 3}, {"action": {"confidence": 0.71, "explanation": "\"Wait\" is a brief pause/uptake marker.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "Wait.", "turn_id": 439, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Says \"You're the problem here,\" a social jab.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_005", "text": "You're the problem here.", "turn_id": 440, "word_count": 4}, {"action": {"confidence": 0.77, "explanation": "Begins a question about what operation to do.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "Do we have to do...", "turn_id": 441, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Sings/quotes a lyric in response to blame; off-task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "It's me, hi. I know what the problem it's you.", "turn_id": 442, "word_count": 10}, {"action": {"confidence": 0.9, "explanation": "Suggests a specific multiplication: 96 times 12.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_006", "text": "Do we do 96 times 12?", "turn_id": 443, "word_count": 6}, {"action": {"confidence": 0.92, "explanation": "Rejects 96 as the wrong number to use.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_027", "text": "96 isn't the number.", "turn_id": 444, "word_count": 4}, {"action": {"confidence": 0.79, "explanation": "Searches for the correct number: \"80 um... what was it?\"", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "Oh, wait, 80 um... what was it?", "turn_id": 445, "word_count": 7}, {"action": {"confidence": 0.94, "explanation": "Supplies the correct number: 83.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_005", "text": "83.", "turn_id": 446, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Suggests the completed product expression 83 times 12.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_006", "text": "83 times 12. Try 83 times 12.", "turn_id": 447, "word_count": 7}, {"action": {"confidence": 0.82, "explanation": "Self-corrects from 238 times 12 after reconsidering.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_002", "text": "Wait, shouldn't it be 238 times 12? Oh, wait, no, wait.", "turn_id": 448, "word_count": 11}, {"action": {"confidence": 0.96, "explanation": "Jokes about the word preposterous, not math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "It's preposterous. Even though I don't know what it means.", "turn_id": 449, "word_count": 10}, {"action": {"confidence": 0.85, "explanation": "Explains a distributive-style multiplication setup they are considering.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_006", "text": "This is the only way how I can like... 80 times 10, three times 2, 80 times two, 10 times 3.", "turn_id": 450, "word_count": 21}, {"action": {"confidence": 0.96, "explanation": "Recognizes that proposed multiplication is incorrect because it gives 800-something.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_006", "text": "Oh, wait, this isn't correct. This isn't correct. This is gonna get us 800 something.", "turn_id": 451, "word_count": 15}, {"action": {"confidence": 0.98, "explanation": "Asks what 83 represents in context.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_002", "text": "Wait, so wait, 83. Wait, what's the number 83, it's the amount of groups, right?", "turn_id": 452, "word_count": 15}, {"action": {"confidence": 0.97, "explanation": "Answers that 83 is the amount of groups.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_006", "text": "Yeah. This isn't correct.", "turn_id": 453, "word_count": 4}, {"action": {"confidence": 0.88, "explanation": "Restates that the current operation is not correct.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_006", "text": "Not correct.", "turn_id": 454, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Asks why it isn't groups times something, seeking explanation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_002", "text": "Wait, so why isn't it the amount of groups times.", "turn_id": 455, "word_count": 10}, {"action": {"confidence": 0.96, "explanation": "Self-deprecating response: \"I'm dumb.\"", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "I don't know. Don't ask me. I'm dumb.", "turn_id": 456, "word_count": 8}, {"action": {"confidence": 0.97, "explanation": "Expands the question about why total groups times value of each group wouldn't work.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_002", "text": "Why, how the amount of groups? Why isn't it the amount of groups times the value of like each group?", "turn_id": 457, "word_count": 20}, {"action": {"confidence": 0.97, "explanation": "Complains they are the only group not done.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_006", "text": "How are we the only people not done?", "turn_id": 458, "word_count": 8}, {"action": {"confidence": 0.92, "explanation": "Affective explanation that they are struggling.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "Um, because we're struggling.", "turn_id": 459, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Teacher asks them to identify what one group is worth.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Alright, let's kind of go through it. So there's 83 groups, right? How much money is in one group?", "turn_id": 460, "word_count": 19}, {"action": {"confidence": 0.9, "explanation": "Offers 238 as the value of one group.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_005", "text": "Yeah, 238.", "turn_id": 461, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Interprets that candidate as $2.38.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_002", "text": "$2.38", "turn_id": 462, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Teacher checks whether this 12-coin set is being claimed as $2.38.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So in this 12, this is $2.38?", "turn_id": 463, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "Confirms the teacher's restatement.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Yes.", "turn_id": 464, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher corrects the set value to 75 cents, marking the prior value as wrong.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So 75 cents, right?", "turn_id": 465, "word_count": 4}, {"action": {"confidence": 0.66, "explanation": "Points to where the math is on the paper and says they drew it.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "The math is over here. I drew it.", "turn_id": 466, "word_count": 8}, {"action": {"confidence": 0.72, "explanation": "\"Wait, wait, wait\" is a request to pause/clarify.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_002", "text": "Wait, wait, wait.", "turn_id": 467, "word_count": 3}, {"action": {"confidence": 0.99, "explanation": "Teacher diagnoses the specific error: there are only three quarters in a set of 12, not six.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_001", "text": "But that's 75 cents? There's not six quarters. There's only three quarters in a set of 12.", "turn_id": 468, "word_count": 17}, {"action": {"confidence": 0.92, "explanation": "Student recognizes the mistake and withdraws the all-coins calculation.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_027", "text": "Oh wait, oh, I did it with all. Oh, my bad.", "turn_id": 469, "word_count": 11}, {"action": {"confidence": 0.95, "explanation": "Accepts the teacher's correction: \"That makes sense.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "That makes sense.", "turn_id": 470, "word_count": 3}, {"action": {"confidence": 0.84, "explanation": "Teacher asks for half of 238, initiating the corrected computation.", "name": "carrying_out_a_computation_step"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So you have half of that. So not 238 but what's half of 238?", "turn_id": 471, "word_count": 14}, {"action": {"confidence": 0.86, "explanation": "Offers 116 as the half, tentatively.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "One... 116.", "turn_id": 472, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "Teacher corrects 116 to 119.", "name": "revising_the_method_or_answer"}, "role": "teacher", "speaker_id": "teacher_001", "text": "119.", "turn_id": 473, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Student accepts and repeats the corrected 119.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "No, 119.", "turn_id": 474, "word_count": 2}, {"action": {"confidence": 0.63, "explanation": "Teacher says 283 times 119, apparently misspeaking and redirecting the product; functions as correction of the target multiplication.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_001", "text": "283 times 119.", "turn_id": 475, "word_count": 3}, {"action": {"confidence": 0.9, "explanation": "Requests to do that multiplication themselves.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "I wanna do it. I wanna do that.", "turn_id": 476, "word_count": 8}, {"action": {"confidence": 0.96, "explanation": "Corrects the multiplication expression to 119 times 83.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_027", "text": "119 times 83.", "turn_id": 477, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Teacher justifies that product because there are 83 sets.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Right, because you have 83 sets.", "turn_id": 478, "word_count": 6}, {"action": {"confidence": 0.51, "explanation": "Begins the multiplication procedure: \"now we do seven\" (likely 9x? step).", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_027", "text": "Okay, so now we do seven.", "turn_id": 479, "word_count": 6}, {"action": {"confidence": 0.89, "explanation": "Teacher directs them to return to the other paper afterward.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "We're gonna have to go back to the other paper when we're done.", "turn_id": 480, "word_count": 13}, {"action": {"confidence": 0.63, "explanation": "Announces they obtained a result: \"I did it!\"", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "I did it!", "turn_id": 481, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Teacher notes they are not done because there is still a remainder of extra coins.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Okay, but we're not done because you have a remainder of how many coins?", "turn_id": 482, "word_count": 14}, {"action": {"confidence": 0.91, "explanation": "Suggests adding five for the remainder.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_027", "text": "So, we add five.", "turn_id": 483, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Teacher asks what those five remainder coins actually are.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "But what five? It would be these five right?", "turn_id": 484, "word_count": 9}, {"action": {"confidence": 0.97, "explanation": "Maps the five extra coins to penny, nickel, dime, quarter, penny.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_027", "text": "So, penny, nickel, dime, quarter, penny.", "turn_id": 485, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Teacher asks for the value of those five coins.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So how much is that?", "turn_id": 486, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "Adds the remainder coins' values to get 42 cents.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_027", "text": "That'd be, that'd be quarter plus nickel equals 30, dime equals 40, Penny equals 41 another penny is 42. So, plus 42.", "turn_id": 487, "word_count": 22}, {"action": {"confidence": 0.86, "explanation": "Teacher warns about the glass wall, managing physical behavior.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Careful. It's a glass wall.", "turn_id": 488, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Asks whether that is the final answer.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_027", "text": "That's the answer?", "turn_id": 489, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Teacher confirms: \"That's the answer.\"", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "That's the answer.", "turn_id": 490, "word_count": 3}, {"action": {"confidence": 0.83, "explanation": "States the group's final answer succinctly for the teacher/listener: \"$99.19.\"", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_002", "text": "$99.19.", "turn_id": 491, "word_count": 1}, {"action": {"confidence": 0.78, "explanation": "Comments that the answer seems like too much money, evaluating its plausibility.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_027", "text": "That's too much money.", "turn_id": 492, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Teacher closes with praise: \"Good job guys.\"", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Good job guys.", "turn_id": 493, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Personal affective comment about not having that much money.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "I don't even have that much money.", "turn_id": 494, "word_count": 7}], "word_count": 4253}
{"day": 2, "grade_band": "5-6", "session_id": "conv_034", "speaker_count": 8, "speakers": [{"role": "student", "speaker_id": "student_024"}, {"role": "student", "speaker_id": "student_026"}, {"role": "student", "speaker_id": "student_028"}, {"role": "student", "speaker_id": "student_1005"}, {"role": "student", "speaker_id": "student_1040"}, {"role": "teacher", "speaker_id": "teacher_001"}, {"role": "teacher", "speaker_id": "teacher_009"}, {"role": "unknown", "speaker_id": "unknown_033"}], "task_id": "one_thousand_one_pennies", "task_name": "1001 Pennies", "turn_count": 325, "turns": [{"action": {"confidence": 0.89, "explanation": "Student jokingly assigns a role ('I'll be the scarecrow'), which is social/playful and not part of the math work.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "Alright, I'll be the scarecrow.", "turn_id": 1, "word_count": 5}, {"action": {"confidence": 0.91, "explanation": "Suggests multiplying 41 cents by 250 as a way to solve the problem.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_026", "text": "41 cents times 250.", "turn_id": 2, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Asks for repetition/clarification of the proposed multiplier: 'Times what?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_028", "text": "Times what?", "turn_id": 3, "word_count": 2}, {"action": {"confidence": 0.9, "explanation": "Repeats the plan '41 cents times 250,' restating the intended method.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_026", "text": "41 cents times 250.", "turn_id": 4, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Expresses frustration/surprise ('you've got to be kidding me') rather than advancing reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "Oh, you've got to be kidding me.", "turn_id": 5, "word_count": 7}, {"action": {"confidence": 0.74, "explanation": "Offers tentative numerical results ('1000, wait 10000').", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_024", "text": "1000, wait 10000.", "turn_id": 6, "word_count": 3}, {"action": {"confidence": 0.84, "explanation": "Discusses decimal placement in the multiplication result, executing the arithmetic process.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_026", "text": "The dot is here right? It's 100.", "turn_id": 7, "word_count": 7}, {"action": {"confidence": 0.76, "explanation": "Checks whether the decimal point location is correct in the computed result.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_028", "text": "The dot should be right here, right?", "turn_id": 8, "word_count": 7}, {"action": {"confidence": 0.9, "explanation": "Justifies decimal placement by saying 'you would move two spaces.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "Hmm, I don't think so, the dot would be here. So, you would move two spaces.", "turn_id": 9, "word_count": 16}, {"action": {"confidence": 0.98, "explanation": "Brief uptake: 'Oh, yeah.' accepts the prior explanation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "Oh, yeah.", "turn_id": 10, "word_count": 2}, {"action": {"confidence": 0.82, "explanation": "Asks if their work is complete/correct: 'Did we do it?'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_028", "text": "Did we do it?", "turn_id": 11, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Brief confirmation: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_026", "text": "Yeah.", "turn_id": 12, "word_count": 1}, {"action": {"confidence": 0.82, "explanation": "Comment about not wanting to explain, more affective/social than mathematical.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "Alright, I'm not explaining this, bro.", "turn_id": 13, "word_count": 6}, {"action": {"confidence": 0.94, "explanation": "Teacher asks them to test whether a repeating pattern of 4 really works and to try drawing circles.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, do you think that there's, there's only four, a pattern of four that repeats? Try it. Draw some circles. See if there's, that that pattern of four repeats. Just see if it does. Draw some circles. Try it. See if that pattern repeats. Okay, so all of them are pennies first, right? And then what happens every other one is what?", "turn_id": 14, "word_count": 62}, {"action": {"confidence": 0.67, "explanation": "Begins assigning meaning to positions in the coin pattern: 'The second one...'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_028", "text": "The second one...", "turn_id": 15, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Teacher assigns the second coin's value/type: 'a nickel.'", "name": "mapping_representation_to_values"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Is a nickel, right?", "turn_id": 16, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Student confirms the mapping: second coin is a nickel.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_028", "text": "Second is a nickel.", "turn_id": 17, "word_count": 4}, {"action": {"confidence": 0.82, "explanation": "Teacher directs how to mark the drawing and extend the representation with pennies/nickels.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So that's a nickel. Okay, you can just put a five in there. Oh, okay, all pennies, and then every second one's a nickel. Every second one, every second one's nickel. Nickel, nickel.", "turn_id": 18, "word_count": 33}, {"action": {"confidence": 0.78, "explanation": "Raises another rule/element to track: concern about the fourth one being a quarter.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_026", "text": "But what about the fourth one? A quarter.", "turn_id": 19, "word_count": 8}, {"action": {"confidence": 0.8, "explanation": "Counts out positions 'one, two, three, four' to build the shared layout.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_024", "text": "Yeah, so, one, two, three, four.", "turn_id": 20, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "Teacher states another mapping rule: every third one is a dime.", "name": "mapping_representation_to_values"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Well, every third one. Let's do the next part. Every third one's a dime.", "turn_id": 21, "word_count": 14}, {"action": {"confidence": 0.94, "explanation": "Student records/confirms the dime value as 10.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "10.", "turn_id": 22, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Teacher tells them to continue marking every third one on the representation.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "10, so now, every third one keep going.", "turn_id": 23, "word_count": 8}, {"action": {"confidence": 0.56, "explanation": "'We can't' is a frustrated reaction to the task rather than substantive reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "We can't.", "turn_id": 24, "word_count": 2}, {"action": {"confidence": 0.89, "explanation": "Teacher continues building the repeated visual sequence and marks every fourth one as quarter.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "One, two, three, a dime. One, two, three, a dime. One, two, three, a dime. Okay, every fourth one is a quarter.", "turn_id": 25, "word_count": 22}, {"action": {"confidence": 0.81, "explanation": "Student objects 'Every five,' identifying a possible mismatch in the teacher's rule.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_024", "text": "Every five.", "turn_id": 26, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Teacher says 'Nope,' explicitly rejecting the student's claim.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Nope.", "turn_id": 27, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Teacher asks whether the proposed repeating pattern actually repeats.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, you're saying this pattern repeats. Does it?", "turn_id": 28, "word_count": 8}, {"action": {"confidence": 0.94, "explanation": "Student answers the fit-check: 'No.'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_026", "text": "No.", "turn_id": 29, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Teacher concludes the pattern claim is wrong: 'that's not going to work.'", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_009", "text": "See that's not going to work.", "turn_id": 30, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "Student confirms the test failed: 'No, it doesn't.'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_024", "text": "No, it doesn't.", "turn_id": 31, "word_count": 3}, {"action": {"confidence": 0.83, "explanation": "Teacher tells them not to erase all of it but says that approach won't work and invites finding a new pattern.", "name": "revising_the_method_or_answer"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, alright, don't erase this though. This is good. Yeah, so, that's not going to work. That you can erase. Now I wonder if, I think there is a pattern. I wonder if you could find it?", "turn_id": 32, "word_count": 37}, {"action": {"confidence": 0.98, "explanation": "Suggests new plan: find the pattern and then multiply.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_026", "text": "Yeah, we might be able to find the pattern, and then multiply.", "turn_id": 33, "word_count": 12}, {"action": {"confidence": 0.84, "explanation": "Directs the group to continue working: 'let's just keep going.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_028", "text": "Alright, let's just keep going.", "turn_id": 34, "word_count": 5}, {"action": {"confidence": 0.81, "explanation": "Begins filling in the representation by labeling positions.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_028", "text": "Alright, so, one. So, two, two, two, two, two.", "turn_id": 35, "word_count": 9}, {"action": {"confidence": 0.92, "explanation": "Assigns value to the 'twos' positions: 'twos are 25.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1040", "text": "Twos are 25, twos are 25.", "turn_id": 36, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Confirms a mapped value: 'That's 25.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "That's 25.", "turn_id": 37, "word_count": 2}, {"action": {"confidence": 0.94, "explanation": "Repeats the mapping that all 'twos' are 25.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1040", "text": "All the twos are 25.", "turn_id": 38, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Suggests where the larger repeating pattern starts again.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_026", "text": "That one's four, that's a 25. I think that's where the pattern repeats.", "turn_id": 39, "word_count": 13}, {"action": {"confidence": 0.97, "explanation": "Single-word 'What?' asks for clarification about the pattern claim.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_024", "text": "What?", "turn_id": 40, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Directs what to do on the shared work: 'just do that for now.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_028", "text": "Wait, just do that for now.", "turn_id": 41, "word_count": 6}, {"action": {"confidence": 0.86, "explanation": "Explains why the student thinks the pattern repeats there, referencing the next value being 10.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "That's where the pattern repeats, after this, because that one would be 10.", "turn_id": 42, "word_count": 13}, {"action": {"confidence": 0.72, "explanation": "Continues labeling the representation with 'three.'", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_028", "text": "Um, so, and then three.", "turn_id": 43, "word_count": 5}, {"action": {"confidence": 0.92, "explanation": "Again lays out positions and claims 'That's where the pattern repeats.'", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_026", "text": "One, two, three. One, two, three. 10 here. That's where the pattern repeats.", "turn_id": 44, "word_count": 13}, {"action": {"confidence": 0.73, "explanation": "Continues marking/counting positions: 'Wait, three.'", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_028", "text": "Wait, three.", "turn_id": 45, "word_count": 2}, {"action": {"confidence": 0.88, "explanation": "Uses the next coin value to support a repeat point in the structure.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_026", "text": "That one would be 25. That's where the pattern repeats.", "turn_id": 46, "word_count": 10}, {"action": {"confidence": 0.84, "explanation": "Notes a mistake in the labeling and resets: 'I just messed up.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_028", "text": "Three, three, three. Oh, I just messed up. Alright.", "turn_id": 47, "word_count": 9}, {"action": {"confidence": 0.91, "explanation": "Restates the structural claim about where the pattern repeats.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_026", "text": "So, that's where the pattern repeats.", "turn_id": 48, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Brief uptake: 'Oh.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "Oh.", "turn_id": 49, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Lists the coin values across positions in the emerging pattern.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_028", "text": "Wait, yeah, three, three, three, three, three. Okay, one, five, ten, 25, one, ten, one, 25, ten, five, one, 25, one, five. One, five, ten, 25.", "turn_id": 50, "word_count": 26}, {"action": {"confidence": 0.7, "explanation": "Continues indexing/grouping with 'four, four, four' on the diagram.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_028", "text": "But listen, four, four, four.", "turn_id": 51, "word_count": 5}, {"action": {"confidence": 0.62, "explanation": "Starts to reject what was just said/drawn: 'No, that's.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_024", "text": "No, that's.", "turn_id": 52, "word_count": 2}, {"action": {"confidence": 0.72, "explanation": "Continues marking the fourth positions on the shared representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_028", "text": "Four, four, four, four.", "turn_id": 53, "word_count": 4}, {"action": {"confidence": 0.88, "explanation": "States one part is 'the same as that one,' using earlier structure to interpret the current part.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_026", "text": "That's the same as that one.", "turn_id": 54, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "Reads off a sequence of coin values from the representation.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_028", "text": "One, five, ten, 25, one, ten, one, 25, ten, five, one, 25.", "turn_id": 55, "word_count": 12}, {"action": {"confidence": 0.96, "explanation": "States the first four values as a chunk: 'One, five, ten, 25.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "One, five, ten, 25.", "turn_id": 56, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Continues listing values to extend the pattern sequence.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_028", "text": "One, five, ten, 25. One... one, five, ten, 25, one, ten, one, 25.", "turn_id": 57, "word_count": 13}, {"action": {"confidence": 0.55, "explanation": "Begins offering what the next value/part 'would be.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_028", "text": "This would be...", "turn_id": 58, "word_count": 3}, {"action": {"confidence": 0.93, "explanation": "Identifies a proposed endpoint of the repeat cycle: 'Where the pattern ends.'", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_024", "text": "Where the pattern ends.", "turn_id": 59, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Claims the pattern ends at 12 and connects that to repeating structure.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_026", "text": "Yeah, that's where the pattern ends. The pattern ends at the 12 mark. If we add this, then we have to find how many times 12 goes into 1001.", "turn_id": 60, "word_count": 29}, {"action": {"confidence": 0.95, "explanation": "States the plan to use the 12-length repeat to determine how many times it fits into 1001.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_026", "text": "So we have to add this until like there, and we have to find out how many times that goes into 1001.", "turn_id": 61, "word_count": 22}, {"action": {"confidence": 0.9, "explanation": "Teacher confirms and restates the 12-item repeating structure.", "name": "proposing_a_pattern_or_structural_model"}, "role": "teacher", "speaker_id": "teacher_001", "text": "You guys are seeing it. This is crazy isn't it? One, two, alright, five, six, seven, eight, nine, ten, eleven, twelve, and then it restarts here.", "turn_id": 62, "word_count": 26}, {"action": {"confidence": 0.98, "explanation": "Brief agreement: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "Yeah.", "turn_id": 63, "word_count": 1}, {"action": {"confidence": 0.79, "explanation": "Teacher adjusts the drawing placement on the board/paper.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So like... that, no, I went out here.", "turn_id": 64, "word_count": 8}, {"action": {"confidence": 0.69, "explanation": "Comments on the drawing and directs attention to the workspace ('you don't have any steps').", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_028", "text": "Yeah. Wait, you don't have any steps.", "turn_id": 65, "word_count": 7}, {"action": {"confidence": 0.85, "explanation": "Links a current part of the representation to an earlier one: 'That's this one.'", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_026", "text": "That's this one.", "turn_id": 66, "word_count": 3}, {"action": {"confidence": 0.87, "explanation": "Teacher counts positions to extend the representation.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Where do we go? One, two, three, four, five, six, seven, eight, nine, ten.", "turn_id": 67, "word_count": 14}, {"action": {"confidence": 0.88, "explanation": "Uses the identified correspondence ('this is this one') to decide how far the diagram should extend.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_028", "text": "Oh, yea, cause this is this one. So, it should go out to the 20.", "turn_id": 68, "word_count": 15}, {"action": {"confidence": 0.9, "explanation": "Teacher briefly confirms the student's idea: 'There you go.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Up to the 20. There you go. Because I'm ridiculously can't have that.", "turn_id": 69, "word_count": 13}, {"action": {"confidence": 0.96, "explanation": "Suggests the next step: 'add them up.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_028", "text": "Alright, so how many is that? So, add them up.", "turn_id": 70, "word_count": 10}, {"action": {"confidence": 0.98, "explanation": "Simple agreement: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_026", "text": "Yeah.", "turn_id": 71, "word_count": 1}, {"action": {"confidence": 0.85, "explanation": "Teacher asks them to articulate how many pattern groups they will have.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "And then how many of those are you gonna have though?", "turn_id": 72, "word_count": 11}, {"action": {"confidence": 0.89, "explanation": "Suggests dividing to find the number of repeating groups, though with the divisor order reversed.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_026", "text": "We have to divide 12 by 1001.", "turn_id": 73, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "Teacher questions the incorrect division order: '12 by 1001, or 1001 by 12?'", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_001", "text": "12 by 1001, or 1001 by 12?", "turn_id": 74, "word_count": 7}, {"action": {"confidence": 0.94, "explanation": "Asks to borrow a marker; this manages the shared workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1040", "text": "Can I borrow that marker?", "turn_id": 75, "word_count": 5}, {"action": {"confidence": 0.6, "explanation": "Teacher's 'Think about it' is brief uptake/prompt without new content.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Think about it.", "turn_id": 76, "word_count": 3}, {"action": {"confidence": 0.93, "explanation": "Corrects the division setup to '1001 divided by 12.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_028", "text": "1001 divided by 12.", "turn_id": 77, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Adds another planned step: first sum the values in the pattern.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_026", "text": "We have to add this first.", "turn_id": 78, "word_count": 6}, {"action": {"confidence": 0.63, "explanation": "Incorrectly says 'it's 12,' treating the count as the total value; this conflicts with prior plan.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_028", "text": "Yeah, it's 12.", "turn_id": 79, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Clarifies that they mean the values inside the pattern, not the length 12.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_026", "text": "No, the numbers in here.", "turn_id": 80, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Brief acknowledgment: 'Oh, we do.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Oh, we do.", "turn_id": 81, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Confirms the clarification: 'Yes.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_026", "text": "Yes.", "turn_id": 82, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Short uptake: 'Oh.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Oh.", "turn_id": 83, "word_count": 1}, {"action": {"confidence": 0.89, "explanation": "Starts summing the pattern values: '16, good. I know this is 41.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_026", "text": "16, good. I know this is 41.", "turn_id": 84, "word_count": 7}, {"action": {"confidence": 0.8, "explanation": "Confirms the subtotal: 'This is 41.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1040", "text": "This is 41.", "turn_id": 85, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Continues the arithmetic sum: '42.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_026", "text": "42.", "turn_id": 86, "word_count": 1}, {"action": {"confidence": 0.71, "explanation": "'Wait' signals a request to pause/clarify the ongoing calculation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_028", "text": "Wait.", "turn_id": 87, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Explains why 41 is known, referring to earlier work.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "I know this is 41 because I did that earlier.", "turn_id": 88, "word_count": 10}, {"action": {"confidence": 0.7, "explanation": "Repeats/accepts the subtotal '41, 41.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "This is 41, 41.", "turn_id": 89, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Performs successive additions through the pattern total, ending at 94 before noticing an issue.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_028", "text": "41, 42, 52, 53, 78, 88... 93, 94. Ugh.", "turn_id": 90, "word_count": 9}, {"action": {"confidence": 0.95, "explanation": "Points out the total is not 94 because another value still must be added.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_026", "text": "It's not 94, because we have to add that.", "turn_id": 91, "word_count": 9}, {"action": {"confidence": 0.94, "explanation": "Identifies the missing coin value as 25.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_028", "text": "Yeah, that's 25.", "turn_id": 92, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Computes the corrected total: 119.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_028", "text": "119.", "turn_id": 93, "word_count": 1}, {"action": {"confidence": 0.75, "explanation": "States the computed pattern total as a result to use: 'that's 119.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_028", "text": "Alright, so that's 119.", "turn_id": 94, "word_count": 4}, {"action": {"confidence": 0.86, "explanation": "Returns to the division plan for the number of repeats.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_026", "text": "Now we have to divide 12 by 1001.", "turn_id": 95, "word_count": 8}, {"action": {"confidence": 0.97, "explanation": "Asks for clarification of the divisor setup: 'Divided by what?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_028", "text": "Divided by what?", "turn_id": 96, "word_count": 3}, {"action": {"confidence": 0.88, "explanation": "Restates the proposed division setup.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_026", "text": "12 divided by 1001.", "turn_id": 97, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Simple agreement: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "Yeah.", "turn_id": 98, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Requests clarification on the number '1001.'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_028", "text": "1000 what?", "turn_id": 99, "word_count": 2}, {"action": {"confidence": 0.86, "explanation": "Provides the task quantity: '1001.'", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_026", "text": "1001.", "turn_id": 100, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Refuses the calculation with a social/affective remark.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "I'm not doing that, someone do it.", "turn_id": 101, "word_count": 7}, {"action": {"confidence": 0.67, "explanation": "Tentatively offers 'It's eight right?' as part of the division result.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "It's eight right?", "turn_id": 102, "word_count": 3}, {"action": {"confidence": 0.79, "explanation": "Checks whether 8 is the correct quotient component.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_026", "text": "Wait, we're on eight, it's eight right?", "turn_id": 103, "word_count": 7}, {"action": {"confidence": 0.76, "explanation": "Another tentative answer: 'Eight, I think.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_024", "text": "Eight, I think.", "turn_id": 104, "word_count": 3}, {"action": {"confidence": 0.72, "explanation": "Suggests 'Four' as a revised quotient digit.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "Four.", "turn_id": 105, "word_count": 1}, {"action": {"confidence": 0.78, "explanation": "Asks whether they include the 3 in the quotient calculation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_028", "text": "Four, do we do the three?", "turn_id": 106, "word_count": 6}, {"action": {"confidence": 0.55, "explanation": "Offers '41' as a quotient-related value.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_024", "text": "41.", "turn_id": 107, "word_count": 1}, {"action": {"confidence": 0.64, "explanation": "Offers 'Three' as another quotient digit/result.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_024", "text": "Three.", "turn_id": 108, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "States a quotient result: 12 goes into 1001 eighty-three times.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "So, it's 83. It goes in 83 times, we know that.", "turn_id": 109, "word_count": 11}, {"action": {"confidence": 0.89, "explanation": "Notes there is a remainder of three left over, checking completeness.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_028", "text": "Yeah, but we still have three left over.", "turn_id": 110, "word_count": 8}, {"action": {"confidence": 0.9, "explanation": "Plans to add the values of the leftover pieces.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_026", "text": "So that would be that, that, and that added on.", "turn_id": 111, "word_count": 10}, {"action": {"confidence": 0.98, "explanation": "Brief agreement: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "Yeah.", "turn_id": 112, "word_count": 1}, {"action": {"confidence": 0.82, "explanation": "Asks whether the final total is '83 plus that amount,' clarifying the next operation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_028", "text": "So, 83 plus that amount?", "turn_id": 113, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Specifies the multiplication to execute: '83 times 119.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_026", "text": "83 times 119.", "turn_id": 114, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Expresses reluctance to compute: 'I'm not doing that.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "I'm not doing that.", "turn_id": 115, "word_count": 4}, {"action": {"confidence": 0.61, "explanation": "Offers '26' as a tentative subtotal/product part.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_024", "text": "26.", "turn_id": 116, "word_count": 1}, {"action": {"confidence": 0.53, "explanation": "States 'And 83,' supplying another partial number in the multiplication setup.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "And 83.", "turn_id": 117, "word_count": 2}, {"action": {"confidence": 0.61, "explanation": "Directs attention to a specific written item: 'That one.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_026", "text": "That one.", "turn_id": 118, "word_count": 2}, {"action": {"confidence": 0.8, "explanation": "Computes/records '10877 plus...16,' working through the product and extra amount.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_026", "text": "10877 plus... 16.", "turn_id": 119, "word_count": 3}, {"action": {"confidence": 0.88, "explanation": "Questions the '16' amount.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_024", "text": "16?", "turn_id": 120, "word_count": 1}, {"action": {"confidence": 0.71, "explanation": "Signals a correction: 'Oh, wait.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_026", "text": "Oh, wait.", "turn_id": 121, "word_count": 2}, {"action": {"confidence": 0.92, "explanation": "Corrects the previous '16' to '26.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_024", "text": "No that's 26.", "turn_id": 122, "word_count": 3}, {"action": {"confidence": 0.93, "explanation": "Offers '9893' as the tentative answer.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "9893.", "turn_id": 123, "word_count": 1}, {"action": {"confidence": 0.74, "explanation": "Begins endorsing that tentative answer: 'So, I think that's.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_028", "text": "So, I think that's.", "turn_id": 124, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Explicitly says 'I think that's the answer.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "I think that's the answer.", "turn_id": 125, "word_count": 5}, {"action": {"confidence": 0.67, "explanation": "States 'I think we got it,' informally checking/claiming completion.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_028", "text": "I think we got it.", "turn_id": 126, "word_count": 5}, {"action": {"confidence": 0.72, "explanation": "Celebratory comment about having done the pattern.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_024", "text": "Good, we did the pattern. We did...", "turn_id": 127, "word_count": 7}, {"action": {"confidence": 0.94, "explanation": "Organizes who will explain the group's work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_028", "text": "Who's explaining? You can explain.", "turn_id": 128, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Accepts the role: 'Okay.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_026", "text": "Okay.", "turn_id": 129, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "Comments on waiting for a teacher rather than doing math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_024", "text": "Now, we wait, until somebody comes. One of the teachers.", "turn_id": 130, "word_count": 10}, {"action": {"confidence": 0.73, "explanation": "Peer asks whether the group is done.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1005", "text": "Are you all done?", "turn_id": 131, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Answers briefly: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_026", "text": "Yeah.", "turn_id": 132, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Asks what the written number/result is: 'What is that?'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1005", "text": "Let me see. What is that?", "turn_id": 133, "word_count": 6}, {"action": {"confidence": 0.79, "explanation": "Responds by identifying it as 'The answer.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_026", "text": "The answer.", "turn_id": 134, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "Asks 'Of what?' to clarify what problem/result the number refers to.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1005", "text": "Of what?", "turn_id": 135, "word_count": 2}, {"action": {"confidence": 0.63, "explanation": "Points to the task/result source: 'That.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_026", "text": "That.", "turn_id": 136, "word_count": 1}, {"action": {"confidence": 0.89, "explanation": "Restates the number '9893 flat,' checking what exact value they are claiming.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1005", "text": "So, 9893 flat.", "turn_id": 137, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Clarifies the unit: 'Cents.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_028", "text": "Cents.", "turn_id": 138, "word_count": 1}, {"action": {"confidence": 0.83, "explanation": "Repeats and accepts the unit 'Cents.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1005", "text": "Cents.", "turn_id": 139, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Teacher says the answer is close but missing something, locating the issue in the non-even division by 12.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Close. It's close, but you're missing... missing something. It's close. It's really close, because I have it in my head in dollars, so I converted, but you're, you're a little shy, because does 12 go into this evenly?", "turn_id": 140, "word_count": 38}, {"action": {"confidence": 0.93, "explanation": "Brief response to teacher's question: 'No.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "No.", "turn_id": 141, "word_count": 1}, {"action": {"confidence": 0.88, "explanation": "Teacher explains the consequence of non-even division: there are extra items.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So you've got some extra things.", "turn_id": 142, "word_count": 6}, {"action": {"confidence": 0.51, "explanation": "Student blurts out a possible corrected number: 'Oh, 60.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "Oh, 60.", "turn_id": 143, "word_count": 2}, {"action": {"confidence": 0.66, "explanation": "'Oh, so wait' signals confusion and request for clarification.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_028", "text": "Oh, so wait.", "turn_id": 144, "word_count": 3}, {"action": {"confidence": 0.61, "explanation": "Offers a revised numerical answer: 'It's 60, it's 77.16.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "It's 60, it's 77.16.", "turn_id": 145, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Points out a units error: it is not dollars, these are cents.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_028", "text": "No, it's not dollars. Because that's not. This is cents.", "turn_id": 146, "word_count": 10}, {"action": {"confidence": 0.94, "explanation": "Agrees and reinforces the units diagnosis: 'This is cents.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_024", "text": "This is cents.", "turn_id": 147, "word_count": 3}, {"action": {"confidence": 0.83, "explanation": "Adjusts approach based on units issue: 'we'd have to convert.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_028", "text": "Oh, we'd have to convert.", "turn_id": 148, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Asks whether their result should be expressed in cents or dollars.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1005", "text": "Are we keeping it in cents or dollars?", "turn_id": 149, "word_count": 8}, {"action": {"confidence": 0.88, "explanation": "Asks the peer whether they should convert the answer.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_028", "text": "Should we convert it?", "turn_id": 150, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Asks what the initial 9877 value represented.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1005", "text": "What do you think? So, this, what was the initial, 9877 value you said, you told me. What was it?", "turn_id": 151, "word_count": 20}, {"action": {"confidence": 0.39, "explanation": "Starts to answer with 'Nine...' but incomplete.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "Nine...", "turn_id": 152, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Asks if 9877 refers to coins.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1005", "text": "Is this 9877 coins?", "turn_id": 153, "word_count": 4}, {"action": {"confidence": 0.78, "explanation": "Incorrectly says the 9877 is dollars, interpreting the number's meaning.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_026", "text": "Dollars, it's dollars.", "turn_id": 154, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Checks that interpretation by restating '9877 dollars?'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1005", "text": "9877 dollars?", "turn_id": 155, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Corrects the unit interpretation: 'No, cents.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_028", "text": "No, cents.", "turn_id": 156, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "Asks what the 0.16 stands for.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1005", "text": "It was cents. Okay, so you have, what was this 0.16?", "turn_id": 157, "word_count": 11}, {"action": {"confidence": 0.79, "explanation": "Changes the expression to '98.77,' correcting prior representation.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_026", "text": "98.77.", "turn_id": 158, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Repeats the request to define 0.16.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1005", "text": "Hold up, what was this 0.16?", "turn_id": 159, "word_count": 6}, {"action": {"confidence": 0.86, "explanation": "Says 0.16 represents 'These are extras.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_026", "text": "These are extras.", "turn_id": 160, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Asks what those extras are.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1005", "text": "And what are those?", "turn_id": 161, "word_count": 4}, {"action": {"confidence": 0.74, "explanation": "Recasts the number in dollars: 'it's $98.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_026", "text": "Oh, it's $98.", "turn_id": 162, "word_count": 3}, {"action": {"confidence": 0.72, "explanation": "Brief uptake: 'Okay?'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1005", "text": "Okay?", "turn_id": 163, "word_count": 1}, {"action": {"confidence": 0.8, "explanation": "Completes the conversion to '$98 and 93 cents.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_026", "text": "And 93 cents.", "turn_id": 164, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Again asks for the meaning of 0.16 relative to the cents total.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1005", "text": "So, the 9877 were cents. What was this 0.16?", "turn_id": 165, "word_count": 9}, {"action": {"confidence": 0.92, "explanation": "Defines it as 'The extra cents.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_026", "text": "The extra cents.", "turn_id": 166, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Acknowledges the explanation: 'Okay.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1005", "text": "The extra cents. Okay.", "turn_id": 167, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Teacher tests whether their result implies impossible partial cents.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Are those cents a partial cent?", "turn_id": 168, "word_count": 6}, {"action": {"confidence": 0.9, "explanation": "Student elaborates the same fit check: would that be a cent of a cent?", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1005", "text": "Yeah, so is that a cent of a cent?", "turn_id": 169, "word_count": 9}, {"action": {"confidence": 0.9, "explanation": "Answers the fit question: 'No.'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_026", "text": "No.", "turn_id": 170, "word_count": 1}, {"action": {"confidence": 0.91, "explanation": "Confirms the realization: 'Okay, there you go.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1005", "text": "Okay, there you go.", "turn_id": 171, "word_count": 4}, {"action": {"confidence": 0.83, "explanation": "Restates 9893 as the possible result for consideration.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1005", "text": "So is that 9893? Okay.", "turn_id": 172, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Teacher says 'Close, not there yet,' rejecting the current answer.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Cents. Close, not there yet.", "turn_id": 173, "word_count": 5}, {"action": {"confidence": 0.93, "explanation": "Encouraging affective comment: 'We're almost there we got this.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_024", "text": "We're almost there we got this.", "turn_id": 174, "word_count": 6}, {"action": {"confidence": 0.9, "explanation": "Expresses confusion/frustration rather than advancing content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_026", "text": "I'm confused. I don't understand.", "turn_id": 175, "word_count": 5}, {"action": {"confidence": 0.92, "explanation": "Asks whether the result should be converted to dollars.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_028", "text": "Do we convert it into dollars?", "turn_id": 176, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "States the converted form '$98.93.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_026", "text": "We did. It's $98.93.", "turn_id": 177, "word_count": 4}, {"action": {"confidence": 0.89, "explanation": "Expresses confusion about dollars rather than mathematical progress.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "Um... I don't understand the dollars.", "turn_id": 178, "word_count": 6}, {"action": {"confidence": 0.76, "explanation": "Teacher checks in with the group broadly: 'how you guys doing?' framing the interaction.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, how you guys doing?", "turn_id": 179, "word_count": 5}, {"action": {"confidence": 0.89, "explanation": "Group states they do not know what they are missing, implicitly asking for help.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_026", "text": "We don't know what we're missing.", "turn_id": 180, "word_count": 6}, {"action": {"confidence": 0.53, "explanation": "Reports teacher feedback 'it was close,' referencing their current result status.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_028", "text": "She said it was close.", "turn_id": 181, "word_count": 5}, {"action": {"confidence": 0.99, "explanation": "Teacher asks specifically what the 119 means.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, well, tell me about your numbers. Tell me what they all mean. What does the 119 mean?", "turn_id": 182, "word_count": 18}, {"action": {"confidence": 0.9, "explanation": "Student explains 119 refers to 'all of these... the pattern.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_028", "text": "It was all of these... the pattern.", "turn_id": 183, "word_count": 7}, {"action": {"confidence": 0.98, "explanation": "Teacher asks whether the shown set is the pattern.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Wait is this the pattern?", "turn_id": 184, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "Brief confirmation: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Yeah.", "turn_id": 185, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Teacher reads through the pattern values to verify whether the representation matches the rules.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, wait, I want to check it. Okay, look over here. Is this? Okay, so, a penny, a nickel, a dime, a quarter, a penny, a dime, a penny, a quarter, a dime, a nickel, a penny, a dime.", "turn_id": 186, "word_count": 39}, {"action": {"confidence": 0.83, "explanation": "Student objects that the teacher's reading is not matching their work.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_028", "text": "No, because we didn't...", "turn_id": 187, "word_count": 4}, {"action": {"confidence": 0.68, "explanation": "Quick response 'Oh, no, we're there.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_026", "text": "Oh, no, we're there.", "turn_id": 188, "word_count": 4}, {"action": {"confidence": 0.74, "explanation": "Points to a location in the shared work: 'We're right here.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_028", "text": "We're right here.", "turn_id": 189, "word_count": 3}, {"action": {"confidence": 0.8, "explanation": "Corrects peer/teacher location assessment: 'No, we're not.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_026", "text": "No, we're not.", "turn_id": 190, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Teacher instructs them to erase specific marks on the workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, wait, let's start again. Erase those, those things.", "turn_id": 191, "word_count": 9}, {"action": {"confidence": 0.93, "explanation": "Starts re-listing the coin values: 'One, five.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_028", "text": "Alright. One, five.", "turn_id": 192, "word_count": 3}, {"action": {"confidence": 0.89, "explanation": "Teacher coordinates how they want to proceed—whether to say coin names or numbers.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "A penny, a nickel. Oh, you want me say the numbers, 10?", "turn_id": 193, "word_count": 12}, {"action": {"confidence": 0.98, "explanation": "Brief answer: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Yeah.", "turn_id": 194, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Teacher enumerates the full value sequence for the pattern.", "name": "mapping_representation_to_values"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, is that easier? Okay, one, 5, 10, 25, 1, 10, 1, 25, 10, 5, 1, 25.", "turn_id": 195, "word_count": 17}, {"action": {"confidence": 0.7, "explanation": "Student identifies a specific place/value as problematic: 'Oh, 5. That one.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_028", "text": "Oh, 5. That one.", "turn_id": 196, "word_count": 4}, {"action": {"confidence": 0.92, "explanation": "Assigns the 10 to a specific position.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "10 is here.", "turn_id": 197, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Brief agreement: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "Yeah.", "turn_id": 198, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Asks what a particular written value/spot is.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_028", "text": "Then, what is this?", "turn_id": 199, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Teacher identifies those next values as '25, 10.'", "name": "mapping_representation_to_values"}, "role": "teacher", "speaker_id": "teacher_009", "text": "No, 25, 10.", "turn_id": 200, "word_count": 3}, {"action": {"confidence": 0.83, "explanation": "Repeats the mapped values to confirm: '25, 10, huh?'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "25, 10, huh?", "turn_id": 201, "word_count": 3}, {"action": {"confidence": 0.87, "explanation": "Confirms: 'That's 25, 10.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "That's 25, 10.", "turn_id": 202, "word_count": 3}, {"action": {"confidence": 0.91, "explanation": "Provides the next values in sequence: 'Five, 25.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "Five, 25.", "turn_id": 203, "word_count": 2}, {"action": {"confidence": 0.62, "explanation": "Teacher signals continuation of the listing: 'And then.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_009", "text": "And then.", "turn_id": 204, "word_count": 2}, {"action": {"confidence": 0.93, "explanation": "Adds the next value: 'One.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_026", "text": "One.", "turn_id": 205, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Teacher initiates locating which specific values were wrong in the pattern.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, let's check that. Okay, so let's see what, which one was messed up, the five and the ten?", "turn_id": 206, "word_count": 19}, {"action": {"confidence": 0.91, "explanation": "Student identifies the mistaken value as the ten.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_028", "text": "Yeah, the ten.", "turn_id": 207, "word_count": 3}, {"action": {"confidence": 0.84, "explanation": "Teacher explains the source of the pattern issue by tracing the every-third counting and asking about ignored spots.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, so let's see. So, one, two, three, one, two, three, one, two, three, one, two, three, but it changed. One, two, three, one, two, three, one, two, three. Yeah, there it is. One, two, three. Are you ignoring those or what?", "turn_id": 208, "word_count": 42}, {"action": {"confidence": 0.86, "explanation": "Student explains that those positions are tens but they were ignoring them.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "Oh, those are the ten, but we're ignoring it.", "turn_id": 209, "word_count": 9}, {"action": {"confidence": 0.98, "explanation": "Teacher returns to asking what 119 represents.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, okay, alright, alright. So now, where does the 119 come from?", "turn_id": 210, "word_count": 12}, {"action": {"confidence": 0.92, "explanation": "Student says it comes from adding all of this together.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_026", "text": "So, all of this add together.", "turn_id": 211, "word_count": 6}, {"action": {"confidence": 0.8, "explanation": "Teacher accepts/restates: 'Okay, is 119.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay, is 119.", "turn_id": 212, "word_count": 3}, {"action": {"confidence": 0.93, "explanation": "Explains the next reasoning step: after finding 119, they found how many times 12 goes into 1001.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "And then, and then, and then we found out how many times 12 went into 1001.", "turn_id": 213, "word_count": 16}, {"action": {"confidence": 0.85, "explanation": "Teacher adds the listed coin values to verify the total reaches 119.", "name": "carrying_out_a_computation_step"}, "role": "teacher", "speaker_id": "teacher_009", "text": "A dollar, ten, 15, 16, 17, 18, 19. Okay, yeah.", "turn_id": 214, "word_count": 10}, {"action": {"confidence": 0.95, "explanation": "Restates why they computed how many times 12 goes into 1001: because the pattern has 12 coins.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "Then we found out how many times... because it's 12 coins, how many times 12 goes into 1001.", "turn_id": 215, "word_count": 18}, {"action": {"confidence": 0.93, "explanation": "Teacher computes 3 times 12 to connect the remainder to actual leftover coins.", "name": "carrying_out_a_computation_step"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, three times 12? What's 3 times 12? What's 3 times 12?", "turn_id": 216, "word_count": 12}, {"action": {"confidence": 0.98, "explanation": "Student supplies the product: 36.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_028", "text": "36.", "turn_id": 217, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "Teacher repeats/accepts '36.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "36.", "turn_id": 218, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Student shows realization: 'Oh.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Oh.", "turn_id": 219, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Self-reflective affective comment about always missing that strategy.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_026", "text": "Oh, I always the teacher strategy. I always the teacher strategy.", "turn_id": 220, "word_count": 11}, {"action": {"confidence": 0.8, "explanation": "States a new remainder claim: 'now we have a five remainder.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_028", "text": "So, now we have a five remainder.", "turn_id": 221, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Affective apology/exclamation: 'Oh my God, I'm sorry.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_026", "text": "So, five. Oh my God, I'm sorry.", "turn_id": 222, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "Comforting response: 'It's okay.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "It's okay.", "turn_id": 223, "word_count": 2}, {"action": {"confidence": 0.86, "explanation": "Questions whether the new calculation makes sense, working through 12×3 and remainder 5.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_028", "text": "Wait, that doesn't make sense. 35. So, eight equals 41, and 12 times 3. It's still 3, 36 remainder 5.", "turn_id": 224, "word_count": 20}, {"action": {"confidence": 0.9, "explanation": "Uses the remainder-five idea to decide to add the first five coin values, totaling 26 cents.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_026", "text": "Oh, so it's one, five, 10, 25, and one. So we have to add 26 cents.", "turn_id": 225, "word_count": 16}, {"action": {"confidence": 0.97, "explanation": "'What?' asks for explanation of the 26 cents claim.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_028", "text": "What?", "turn_id": 226, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Explains that remainder five means five leftover beginning coins, so add 26 cents.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "We have to add 26 cents cause like you said, remainder of five, remainder of five coins. We did three coins. So, we have to add 26 cents. So, that's a nine, definitely.", "turn_id": 227, "word_count": 33}, {"action": {"confidence": 0.97, "explanation": "Asks how those coins make 26 cents.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_028", "text": "Wait, so how is this 26 cents?", "turn_id": 228, "word_count": 7}, {"action": {"confidence": 0.63, "explanation": "States an updated digit result: 'That's a nine.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_026", "text": "That's a nine.", "turn_id": 229, "word_count": 3}, {"action": {"confidence": 0.8, "explanation": "Computes a partial amount: 'This is 16.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_028", "text": "This is 16.", "turn_id": 230, "word_count": 3}, {"action": {"confidence": 0.89, "explanation": "Explains they must add two more coin values to reach the full leftover amount.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "I know, but this, this, we have to add these two.", "turn_id": 231, "word_count": 11}, {"action": {"confidence": 0.97, "explanation": "Shows understanding: 'Oh, oh, okay.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Oh, oh, okay.", "turn_id": 232, "word_count": 3}, {"action": {"confidence": 0.76, "explanation": "Continues combining amounts to form the corrected total.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_026", "text": "So that's a... that's a nine, and then it's these.", "turn_id": 233, "word_count": 10}, {"action": {"confidence": 0.8, "explanation": "States a tentative final answer in dollars: '99 dollars and...'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "99 dollars and...", "turn_id": 234, "word_count": 3}, {"action": {"confidence": 0.76, "explanation": "Completes the amount with '16.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_024", "text": "16.", "turn_id": 235, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Combines to propose '$99.16.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_028", "text": "99.16.", "turn_id": 236, "word_count": 1}, {"action": {"confidence": 0.63, "explanation": "Claims completion: 'Okay, we're done.'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_026", "text": "Okay, we're done.", "turn_id": 237, "word_count": 3}, {"action": {"confidence": 0.74, "explanation": "Looks for marker cap; purely workspace/social.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "Where's the cap?", "turn_id": 238, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Comment about the cap being launched; off-task/social.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_024", "text": "Bro, just launched it.", "turn_id": 239, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Asks how they got 99.16, requesting meaning/source of the number.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1005", "text": "Okay, where'd you get 99.16?", "turn_id": 240, "word_count": 5}, {"action": {"confidence": 0.89, "explanation": "Explains that they used remainder three instead of remainder five.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "Because, we found out that we did a remainder of three, instead of a remainder of five.", "turn_id": 241, "word_count": 17}, {"action": {"confidence": 0.96, "explanation": "Asks what they did with the remainder five.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1005", "text": "So, 83 remainder five. What did you do with that? You're adding.", "turn_id": 242, "word_count": 12}, {"action": {"confidence": 0.92, "explanation": "Explains they treated the remainder as five coins and added two more coins, 26 cents.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "That's five coins left. So, I added two more coins. So, added 26 cents.", "turn_id": 243, "word_count": 14}, {"action": {"confidence": 0.87, "explanation": "Checks whether the resulting amount is '$99.16?'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1005", "text": "So, is this, $99.16?", "turn_id": 244, "word_count": 4}, {"action": {"confidence": 0.82, "explanation": "Teacher asks 'Are we there?' evaluating correctness/completion.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Are we there?", "turn_id": 245, "word_count": 3}, {"action": {"confidence": 0.69, "explanation": "Tentatively says 'Yeah, I think so.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "Yeah, I think so.", "turn_id": 246, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Teacher clarifies the meaning of decimal notation versus cents-only notation.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Definitely closer, right? A little closer. Well, if you're using cents, you're not going to put a decimal. If you're going to put a decimal, you're going to make it dollars. You guys see what I'm saying? So, this is just coins, and that's fine. You can leave it as cents. Um, but if you were gunna put it as dollars, you'd put the dollar and then the decimal. You're fine this way. You're close.", "turn_id": 247, "word_count": 75}, {"action": {"confidence": 0.96, "explanation": "Asks directly for the correct answer: 'What is it?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_026", "text": "What is it?", "turn_id": 248, "word_count": 3}, {"action": {"confidence": 0.88, "explanation": "Asks what they should do next.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_028", "text": "What do we do?", "turn_id": 249, "word_count": 4}, {"action": {"confidence": 0.89, "explanation": "Asks what error they made: 'What did we do?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_026", "text": "What did we do?", "turn_id": 250, "word_count": 4}, {"action": {"confidence": 0.93, "explanation": "Teacher reframes the activity as a learning moment where being wrong is okay.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Guys, here's the deal. It's okay to be wrong today. It's okay, okay. You're, you're as close as I can think. You're close than anybody else at the moment. Cause you're at least a this point, they're still figuring out the pattern.", "turn_id": 251, "word_count": 42}, {"action": {"confidence": 0.97, "explanation": "Affective response about feeling better.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_026", "text": "Okay, okay, that makes me feel better. That makes me feel better.", "turn_id": 252, "word_count": 12}, {"action": {"confidence": 0.96, "explanation": "Again asks what they are missing.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_026", "text": "What are we missing?", "turn_id": 253, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Suggests restarting the process as a strategy.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_028", "text": "What if we just restart?", "turn_id": 254, "word_count": 5}, {"action": {"confidence": 0.78, "explanation": "Refers back to a just-corrected part of the pattern rather than starting fresh.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_026", "text": "Um, hmm, we just corrected this one. We just corrected this one.", "turn_id": 255, "word_count": 12}, {"action": {"confidence": 0.91, "explanation": "Re-lists the coin values while noticing uncertainty.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_028", "text": "One, five, 10, 25, one, 10, one, 25, one, 10, five. I don't know.", "turn_id": 256, "word_count": 14}, {"action": {"confidence": 0.95, "explanation": "Suggests doing it all over again.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_028", "text": "Let's try doing it all over again.", "turn_id": 257, "word_count": 7}, {"action": {"confidence": 0.77, "explanation": "Calls to the teacher: 'Ma'am.' to get attention.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_024", "text": "Ma'am.", "turn_id": 258, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Directs the group to continue from the current point instead of restarting.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_028", "text": "Alright, no, let's just go from right here. We have.", "turn_id": 259, "word_count": 10}, {"action": {"confidence": 0.76, "explanation": "Confirms the referenced item: 'We have that one.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_026", "text": "We have that one.", "turn_id": 260, "word_count": 4}, {"action": {"confidence": 0.87, "explanation": "States '83' as the quotient/count of full patterns.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_028", "text": "83.", "turn_id": 261, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Suggests redoing the multiplication 83 times 119 carefully.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_026", "text": "Let's make sure. Okay, let's do 83 times 119. Let's do 83 times 119.", "turn_id": 262, "word_count": 14}, {"action": {"confidence": 0.93, "explanation": "Encourages a peer during the computation: 'Take your time.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_026", "text": "Take your time.", "turn_id": 263, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Performs a multiplication step: '3 times 9, 27.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_028", "text": "3 times 9, 27.", "turn_id": 264, "word_count": 4}, {"action": {"confidence": 0.76, "explanation": "Questions whether a digit should be 72, interrupting the multiplication setup.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_026", "text": "Wait, isn't this 72?", "turn_id": 265, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Rejects that suggestion: 'No.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_028", "text": "No.", "turn_id": 266, "word_count": 1}, {"action": {"confidence": 0.85, "explanation": "Explains why 72 came to mind: 'Cause 9 times 8 is 72.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "Cause 9 times 8 is 72.", "turn_id": 267, "word_count": 6}, {"action": {"confidence": 0.91, "explanation": "Clarifies the actual step is '9 times 3.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_028", "text": "9 times 3.", "turn_id": 268, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Brief realization: 'Oh.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_026", "text": "Oh.", "turn_id": 269, "word_count": 1}, {"action": {"confidence": 0.63, "explanation": "Begins to continue after accepting the correction: 'Okay, we got...'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Okay, we got...", "turn_id": 270, "word_count": 3}, {"action": {"confidence": 0.9, "explanation": "Teacher pauses to verify whether the arithmetic setup/result is right, even using a calculator.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Okay, here's, let's think. Is this right? I'm pulling the calculator out, sorry guys. I want to make sure your math is right, and I'm not doing the math in my head. Is that what we're doing?", "turn_id": 271, "word_count": 37}, {"action": {"confidence": 0.86, "explanation": "Confirms they already did that step.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_026", "text": "Yeah, we did that.", "turn_id": 272, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Teacher asks what amount the set of 12 represents.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Okay, alright. So, in this set of 12, how much does it cost, how much money is here?", "turn_id": 273, "word_count": 18}, {"action": {"confidence": 0.92, "explanation": "Answers that the 12-coin set is 119.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_026", "text": "119.", "turn_id": 274, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Teacher checks the unit: 'Cents, right?'", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Cents, right?", "turn_id": 275, "word_count": 2}, {"action": {"confidence": 0.94, "explanation": "Confirms the unit: 'Cents.'", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_033", "text": "Cents.", "turn_id": 276, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Teacher checks whether they multiplied the pattern value by the number of groups.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So, you multiplied this by that?", "turn_id": 277, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Brief confirmation: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_026", "text": "Yeah.", "turn_id": 278, "word_count": 1}, {"action": {"confidence": 0.88, "explanation": "Teacher questions the student's multiplication layout, suggesting it may cause mistakes.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Why did you do three on the bottom and two on the top? I can't do it that way... cause I always forget something.", "turn_id": 279, "word_count": 24}, {"action": {"confidence": 0.64, "explanation": "Teacher directs the process: 'Let's see how it goes.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Let's see how it goes.", "turn_id": 280, "word_count": 5}, {"action": {"confidence": 0.78, "explanation": "Directs placement/order in the written multiplication: 'Three and then two.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Three and then two.", "turn_id": 281, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Teacher instructs them to add up the partial products.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Okay, now add it up.", "turn_id": 282, "word_count": 5}, {"action": {"confidence": 0.88, "explanation": "Student asks if that was what they had done before.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_026", "text": "Oh, is that what we did?", "turn_id": 283, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Teacher again directs them to add the partial products.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Okay, hold on, now add it up. See what you get.", "turn_id": 284, "word_count": 11}, {"action": {"confidence": 0.93, "explanation": "Teacher points out what should be written as zeros in the multiplication setup.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "That's a zero. That's a zero.", "turn_id": 285, "word_count": 6}, {"action": {"confidence": 0.67, "explanation": "Offers '12000' as a tentative sum/product.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_024", "text": "Is it 12000.", "turn_id": 286, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Teacher rejects that proposed result: 'Uh-uh.'", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Uh-uh.", "turn_id": 287, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "Teacher states the product 9877 and asks what leftover coins remain beyond that amount.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So, seven, ten. Okay, so we're at 9877, which is what you guys had at like, here, right? Nine, eight, that's a nine. 9877, and then how many coins do you have left over?", "turn_id": 288, "word_count": 34}, {"action": {"confidence": 0.89, "explanation": "Student asks about a digit in the product: 'Wait, that's a nine?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_026", "text": "Wait, that's a nine?", "turn_id": 289, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Teacher explains why that digit is 9 ('eight times one plus one').", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Yeah because eight times one plus one is a nine.", "turn_id": 290, "word_count": 10}, {"action": {"confidence": 0.9, "explanation": "Accepts the correction: 'Oh, oops.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_026", "text": "Oh, oops.", "turn_id": 291, "word_count": 2}, {"action": {"confidence": 0.92, "explanation": "Teacher asks what 9877 represents before moving to the remainder.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So, it's eight times, that's a 15, this is a nine. So, it's 9577. Eight, sorry, 9877. Okay, what does this represent?", "turn_id": 292, "word_count": 22}, {"action": {"confidence": 0.79, "explanation": "Student says it represents the remainder of five coins, though imprecisely.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_026", "text": "The remainder of five coins.", "turn_id": 293, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Teacher points out the mistake: that drawn set already represents the five-coin remainder, so they should not add 16.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Okay, but the remainder five coins. Which would be... this. Isn't that what this is? So, what are we adding to that, if this is the remainder of five coins? We're not adding 16.", "turn_id": 294, "word_count": 34}, {"action": {"confidence": 0.92, "explanation": "Student proposes '42' as the amount to add for the five leftover coins.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_028", "text": "42.", "turn_id": 295, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher instructs them to add 42 and check the result.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Right? So, add that, and see if we're there.", "turn_id": 296, "word_count": 9}, {"action": {"confidence": 0.88, "explanation": "Student corrects their prior answer, realizing they had used 16.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_026", "text": "Nine, 99.1... oh, we did one six.", "turn_id": 297, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "Excited celebration: 'Oh, we got it!'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "Oh, we got it!", "turn_id": 298, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "States the corrected final answer: 'It's 99.19.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_026", "text": "We got it! It's 99.19.", "turn_id": 299, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Teacher explains the source of the earlier error: they only counted three extra coins instead of five.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So, when you guys were doing it, you were only thinking of three extra coins, not five extra coins. So you were close, so close.", "turn_id": 300, "word_count": 25}, {"action": {"confidence": 0.96, "explanation": "Celebratory exclamation 'Yay.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "Yay, we both.", "turn_id": 301, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Celebrates that both groups got it.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_024", "text": "Both of the groups got it, yay!", "turn_id": 302, "word_count": 7}, {"action": {"confidence": 0.98, "explanation": "Celebratory comment: 'We did it!'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_024", "text": "We did it!", "turn_id": 303, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Repeats the celebration: 'We did it!'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_026", "text": "We did it!", "turn_id": 304, "word_count": 3}, {"action": {"confidence": 0.81, "explanation": "Teacher's affective praise/comment: 'you're so darn close.'", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, you're so darn close.", "turn_id": 305, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Student asks 'What?' in response to teacher's concern.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_024", "text": "What?", "turn_id": 306, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Teacher points out seeing two possibly conflicting entries on the work.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, wait. Okay, wait, wait, wait, why do I see this, and then I see this?", "turn_id": 307, "word_count": 16}, {"action": {"confidence": 0.71, "explanation": "Student identifies which written thing the teacher is referring to: 'It's this one.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_028", "text": "It's this one.", "turn_id": 308, "word_count": 3}, {"action": {"confidence": 0.99, "explanation": "Teacher asks what the 41 represents.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Explain to me. Okay, what's the 41 represent?", "turn_id": 309, "word_count": 8}, {"action": {"confidence": 0.92, "explanation": "Student explains 41 was their earlier mistaken thought at the beginning.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_026", "text": "That's what we thought it was. That's what we thought it was at the very beginning.", "turn_id": 310, "word_count": 16}, {"action": {"confidence": 0.94, "explanation": "Teacher confirms 119 cents and asks for the next step they did.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, okay. Okay, this is 119 cents. Okay, then what, what did you do?", "turn_id": 311, "word_count": 14}, {"action": {"confidence": 0.86, "explanation": "Student describes the next operation they used, albeit with reversed division order.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "We did 12 divided by 1001.", "turn_id": 312, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "Teacher corrects the division order to '1001 divided by 12.'", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_001", "text": "1001 divided by 12.", "turn_id": 313, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Student revises the statement to the correct division order.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_026", "text": "1001 divided by 12.", "turn_id": 314, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Teacher's 'Uh, huh' shows receipt and prompts continuation.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Uh, huh.", "turn_id": 315, "word_count": 2}, {"action": {"confidence": 0.93, "explanation": "Student states the quotient and remainder as part of explaining their process.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "And we got 83 with a remainder of five.", "turn_id": 316, "word_count": 9}, {"action": {"confidence": 0.93, "explanation": "Teacher checks whether they handled the remainder appropriately, e.g., by just adding five cents.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_009", "text": "What did you do with the remainder, did you just add five cents?", "turn_id": 317, "word_count": 13}, {"action": {"confidence": 0.95, "explanation": "Student explains they added the five coins, not merely five cents.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "We added, we added the five coins.", "turn_id": 318, "word_count": 7}, {"action": {"confidence": 0.84, "explanation": "Points to the actual leftover coins they added.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_028", "text": "We added these.", "turn_id": 319, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Teacher asks how they knew to add those specific coins.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, how did you know to add these?", "turn_id": 320, "word_count": 8}, {"action": {"confidence": 0.94, "explanation": "Explains that the remainder coins are the beginning ones in the pattern.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "Because those are the beginning ones.", "turn_id": 321, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Brief agreement: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_024", "text": "Yeah.", "turn_id": 322, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher gives affirming feedback: 'Fantastic!'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Fantastic!", "turn_id": 323, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Celebratory 'Yay!'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "Yay!", "turn_id": 324, "word_count": 1}, {"action": {"confidence": 0.58, "explanation": "Teacher praises the completed explanation as an explanation delivered to an outside listener/teacher.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Wow, what an explanation.", "turn_id": 325, "word_count": 4}], "word_count": 2342}
{"day": 2, "grade_band": "5-6", "session_id": "conv_035", "speaker_count": 9, "speakers": [{"role": "student", "speaker_id": "student_030"}, {"role": "student", "speaker_id": "student_031"}, {"role": "student", "speaker_id": "student_033"}, {"role": "student", "speaker_id": "student_1005"}, {"role": "student", "speaker_id": "student_1023"}, {"role": "student", "speaker_id": "student_1029"}, {"role": "teacher", "speaker_id": "teacher_001"}, {"role": "teacher", "speaker_id": "teacher_009"}, {"role": "unknown", "speaker_id": "unknown_033"}], "task_id": "one_thousand_one_pennies", "task_name": "1001 Pennies", "turn_count": 365, "turns": [{"action": {"confidence": 0.95, "explanation": "\"So, can I write?\" asks to take on the writing role on the shared workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1029", "text": "So, can I write?", "turn_id": 1, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "\"I'll write\" assigns/takes responsibility for recording the work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_030", "text": "I'll write.", "turn_id": 2, "word_count": 2}, {"action": {"confidence": 0.93, "explanation": "Student proposes an organizing structure: every four coins consist of penny, nickel, dime, quarter.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_1029", "text": "Okay. So, so, for every four coins there's a penny, there's a nickel, there's a dime, and there's a quarter.", "turn_id": 3, "word_count": 20}, {"action": {"confidence": 0.67, "explanation": "Begins listing the coin types on paper, helping build the representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_030", "text": "Okay, there's a...", "turn_id": 4, "word_count": 3}, {"action": {"confidence": 0.78, "explanation": "Restates the relevant coin types in the set: nickel, penny, quarter, dime.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1029", "text": "Nickel. Um, penny, quarter, and... a dime.", "turn_id": 5, "word_count": 7}, {"action": {"confidence": 0.99, "explanation": "Brief \"Okay\" showing receipt of the previous contribution.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Okay.", "turn_id": 6, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "\"We just have to add all of these up\" proposes the next method step.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1029", "text": "So we just have to add all of these up.", "turn_id": 7, "word_count": 10}, {"action": {"confidence": 0.88, "explanation": "\"I'll add it\" takes on a workspace/task role in the collaboration.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1029", "text": "I'll add it.", "turn_id": 8, "word_count": 3}, {"action": {"confidence": 0.9, "explanation": "Asks both about quantity and method: \"500? Wait, we just gotta divide, but how do we did it?\"", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "Okay, so we have how many nickels? 500? Wait, we just gotta divide, but how do we did it?", "turn_id": 9, "word_count": 19}, {"action": {"confidence": 0.73, "explanation": "\"What are you doing? Oh, I see what you're doing\" seeks and then recognizes the meaning of the peer's step.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_030", "text": "What are you doing? Oh, I see what you're doing.", "turn_id": 10, "word_count": 10}, {"action": {"confidence": 0.96, "explanation": "States a structural summary: every four coins total 41 cents.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_1029", "text": "So, for every four coins there's 41 cents in total.", "turn_id": 11, "word_count": 10}, {"action": {"confidence": 0.97, "explanation": "\"Oh, I see what you're doing\" is brief uptake of the peer's idea.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Oh, I see what you're doing.", "turn_id": 12, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "Suggests dividing 1001 by the total/pattern as a possible method.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_031", "text": "And then we're putting it into, into. Are we dividing 1001 by that, or something?", "turn_id": 13, "word_count": 15}, {"action": {"confidence": 0.89, "explanation": "Continues proposing procedure: divide 1000 by four, then multiply.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1029", "text": "So then, we multiply it, so like, divide 1000 by four. Four, 1000 by...", "turn_id": 14, "word_count": 14}, {"action": {"confidence": 0.72, "explanation": "\"4000?\" attempts an arithmetic result during execution.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_030", "text": "4000?", "turn_id": 15, "word_count": 1}, {"action": {"confidence": 0.62, "explanation": "Corrects the previous computation approach/result: \"Four. Yeah, just do 50.\"", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1029", "text": "Four. Yeah, just do 50.", "turn_id": 16, "word_count": 5}, {"action": {"confidence": 0.71, "explanation": "Offers a computed number, \"350,\" as part of calculation attempts.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_030", "text": "Okay, 350.", "turn_id": 17, "word_count": 2}, {"action": {"confidence": 0.52, "explanation": "Adds another numeric calculation contribution: \"Two.\"", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1029", "text": "Two.", "turn_id": 18, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "\"What are you yapping about?\" is affective/social commentary, not substantive math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_030", "text": "What are you yapping about?", "turn_id": 19, "word_count": 5}, {"action": {"confidence": 0.99, "explanation": "Brief \"Okay\" acknowledging the exchange.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Okay.", "turn_id": 20, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "States a tentative result: \"I already know it's 250.\"", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_030", "text": "Okay, I know I can easily solve that. Dude, I already know it's 250.", "turn_id": 21, "word_count": 14}, {"action": {"confidence": 0.8, "explanation": "\"Yeah. So...\" mainly marks agreement/uptake.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah. So...", "turn_id": 22, "word_count": 2}, {"action": {"confidence": 0.92, "explanation": "\"Yeah, yeah, we know that\" briefly confirms shared understanding.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Yeah, yeah, we know that.", "turn_id": 23, "word_count": 5}, {"action": {"confidence": 0.78, "explanation": "\"41\" supplies the pattern-unit total for the ongoing calculation.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1029", "text": "41.", "turn_id": 24, "word_count": 1}, {"action": {"confidence": 0.99, "explanation": "\"Oh my God\" is an affective reaction.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_030", "text": "Oh my God.", "turn_id": 25, "word_count": 3}, {"action": {"confidence": 0.99, "explanation": "Brief \"Okay\" with no new content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Okay.", "turn_id": 26, "word_count": 1}, {"action": {"confidence": 0.82, "explanation": "\"That's how much we have\" clarifies what the computed quantity stands for.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1029", "text": "That's how much we have.", "turn_id": 27, "word_count": 5}, {"action": {"confidence": 0.92, "explanation": "\"Now we just gotta convert it\" proposes the next method step.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_030", "text": "Now we just gotta covert it.", "turn_id": 28, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Offers a full tentative answer: \"$102.51.\"", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1029", "text": "So, $102.51.", "turn_id": 29, "word_count": 2}, {"action": {"confidence": 0.8, "explanation": "\"What about this one?\" asks about an unclear written value/part of the work.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "What about this one?", "turn_id": 30, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Explains the unit: \"cents. I put in cents.\"", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1029", "text": "Huh? So, cents. I put in cents.", "turn_id": 31, "word_count": 7}, {"action": {"confidence": 0.8, "explanation": "Recognizes the writing after confusion: \"Oh, I thought that was a four.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Oh, I thought that was a four. Okay, so now.", "turn_id": 32, "word_count": 10}, {"action": {"confidence": 0.91, "explanation": "\"No, this is the answer\" asserts the proposed final result.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1029", "text": "No, this is the answer.", "turn_id": 33, "word_count": 5}, {"action": {"confidence": 0.63, "explanation": "Repeats/writes the answer numerically on the workspace: \"102.51.\"", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_030", "text": "One point, 102.51. Okay.", "turn_id": 34, "word_count": 4}, {"action": {"confidence": 0.62, "explanation": "\"Uh, we're done\" presents completion of the solution attempt.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_030", "text": "Uh, we're done.", "turn_id": 35, "word_count": 3}, {"action": {"confidence": 0.99, "explanation": "Simple agreement: \"Yeah.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_033", "text": "Yeah.", "turn_id": 36, "word_count": 1}, {"action": {"confidence": 0.86, "explanation": "\"That makes sense\" evaluates the proposed result as fitting the situation.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_031", "text": "That makes sense.", "turn_id": 37, "word_count": 3}, {"action": {"confidence": 0.89, "explanation": "Suggests making a model to represent the solution visually.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_030", "text": "Should we like, make a model out of this?", "turn_id": 38, "word_count": 9}, {"action": {"confidence": 0.66, "explanation": "\"No\" briefly rejects the prior suggestion without further development.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_033", "text": "No.", "turn_id": 39, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Suggests drawing many coins as a representation/model.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah, let's just draw a lot of the coins.", "turn_id": 40, "word_count": 9}, {"action": {"confidence": 0.71, "explanation": "\"Excuse me\" is used to summon another person into the interaction.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1029", "text": "Excuse me.", "turn_id": 41, "word_count": 2}, {"action": {"confidence": 0.91, "explanation": "\"Yes, hmm?\" opens response to the summon.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1005", "text": "Yes, hmm?", "turn_id": 42, "word_count": 2}, {"action": {"confidence": 0.79, "explanation": "Tells an external listener they are finished with the problem.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_1029", "text": "We're done with the problem.", "turn_id": 43, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Directs the group what to do next: wait until a professor comes over.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1005", "text": "Okay, wait until one of the professors comes over.", "turn_id": 44, "word_count": 9}, {"action": {"confidence": 0.93, "explanation": "\"Do you wanna just draw a coin?\" directs a workspace action.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1029", "text": "Okay, do you wanna just draw a coin?", "turn_id": 45, "word_count": 8}, {"action": {"confidence": 0.97, "explanation": "Assigns value to a symbol/coin: \"Penny, one.\"", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1029", "text": "So, just write the values. Penny, one.", "turn_id": 46, "word_count": 7}, {"action": {"confidence": 0.72, "explanation": "Asks about the next item to place in the written coin list/diagram.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_030", "text": "What comes after? Oh, yeah, a dime.", "turn_id": 47, "word_count": 7}, {"action": {"confidence": 0.76, "explanation": "Supplies the next relevant coin type: \"Nickel.\"", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1029", "text": "Nickel.", "turn_id": 48, "word_count": 1}, {"action": {"confidence": 0.87, "explanation": "Self-correction/uptake: \"Oh, wait, no, yeah.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Oh, wait, no, yeah.", "turn_id": 49, "word_count": 4}, {"action": {"confidence": 0.82, "explanation": "Suggests an ordering structure for the coin sequence: nickel, quarter, dime.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_031", "text": "Isn't it nickel, and then quarter, dime.", "turn_id": 50, "word_count": 7}, {"action": {"confidence": 0.87, "explanation": "Explains why order doesn't matter except penny first due to 1001.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1029", "text": "It doesn't really matter about the order. It just matters... we just need to remember that penny comes first because 1001.", "turn_id": 51, "word_count": 21}, {"action": {"confidence": 0.75, "explanation": "Teacher says \"I get what you're doing. It's not horrible\" and signals a problem with their current setup before demonstrating.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So let me ask you this. I need my purple pen. I need my purple pen. Alright, I get what you're doing. It's not horrible, but let me think about this. Ready.", "turn_id": 52, "word_count": 32}, {"action": {"confidence": 0.96, "explanation": "Teacher builds an example representation by replacing every other coin in a set of 10.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "There's 10, right? So every other one, I replace like this.", "turn_id": 53, "word_count": 11}, {"action": {"confidence": 0.73, "explanation": "\"Right? Are we good?\" checks whether the representation is accepted/works.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Right? Are we good?", "turn_id": 54, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "\"So, what was that?\" requests explanation of the teacher's demonstration.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1029", "text": "So, what was that?", "turn_id": 55, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Teacher explains the replacement process for nickels and dimes in the representation.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So I replace the penny with a nickel. Okay, now I'm going through with my dimes, so every third one is my dimes.", "turn_id": 56, "word_count": 23}, {"action": {"confidence": 0.99, "explanation": "Brief \"Oh\" showing uptake.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Oh.", "turn_id": 57, "word_count": 1}, {"action": {"confidence": 0.99, "explanation": "Brief \"Oh\" showing understanding.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Oh.", "turn_id": 58, "word_count": 1}, {"action": {"confidence": 0.83, "explanation": "Interprets the representation: \"the penny is just the first one.\"", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1029", "text": "Oh, so the penny is just the first one.", "turn_id": 59, "word_count": 9}, {"action": {"confidence": 0.89, "explanation": "Teacher asks students to identify the quarter replacement frequency.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "And then what do I replace with a quarter, every what?", "turn_id": 60, "word_count": 11}, {"action": {"confidence": 0.86, "explanation": "Student answers \"every fourth one\" and explains how their method differed.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_030", "text": "Every fourth one. Oh, we did. I think instead of replacing it, we just...", "turn_id": 61, "word_count": 14}, {"action": {"confidence": 0.96, "explanation": "Teacher tests whether the every-four assumption fits the repeating structure and odd total.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So is it even? Like it's not, it's not every, because if you did every four coins, this would repeat, and you'd have an even amount plus one extra penny, right?", "turn_id": 62, "word_count": 31}, {"action": {"confidence": 0.98, "explanation": "Simple agreement: \"Yeah.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah.", "turn_id": 63, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher suggests creating/using this representation to see the pattern.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_001", "text": "But we can't have that. So would this be more helpful to kind of create and see the pattern. I only did 10.", "turn_id": 64, "word_count": 23}, {"action": {"confidence": 0.75, "explanation": "\"Oh, so they're like taking...\" shows emerging understanding/uptake.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Oh, so they're like taking...", "turn_id": 65, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Suggests multiplying a 10-coin case by 10 as a method.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_031", "text": "Wait, if we do 10 and then multiply that by 10, then maybe we'd have our answer?", "turn_id": 66, "word_count": 17}, {"action": {"confidence": 0.95, "explanation": "Teacher explains why 10 may be insufficient and why to look in sets of four to find the repeating pattern.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Maybe? You may have to go further out than 10. Well, think about your pattern. It repeats every, look at this, right? But this four is different, isn't it? So we don't know what this four looks like. Do you guys see what I mean? So maybe look at things of sets of four, because we have four things. Does that make sense? It's a bigger thought problem, big brain problem today.", "turn_id": 67, "word_count": 72}, {"action": {"confidence": 0.92, "explanation": "Suggests repeating the process 100 times.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_030", "text": "What if we just do this? Like, a hundred times.", "turn_id": 68, "word_count": 10}, {"action": {"confidence": 0.75, "explanation": "\"That might be overkill\" evaluates the proposed method as not fitting efficient problem constraints.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Well, that might be overkill.", "turn_id": 69, "word_count": 5}, {"action": {"confidence": 0.93, "explanation": "Brief acceptance: \"Okay, yeah, not 100.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Okay, yeah, not 100.", "turn_id": 70, "word_count": 4}, {"action": {"confidence": 0.96, "explanation": "Teacher directs them to continue until they see a pattern.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_001", "text": "I would say, do this until you see a pattern.", "turn_id": 71, "word_count": 10}, {"action": {"confidence": 0.99, "explanation": "Simple \"Okay\" acknowledging the instruction.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Okay.", "turn_id": 72, "word_count": 1}, {"action": {"confidence": 0.61, "explanation": "Teacher asks whether the hint is helpful, checking fit of guidance to their work.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Is that a helpful hint?", "turn_id": 73, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Student asks if they should start with 10 pennies.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1029", "text": "So, so we should just start with 10 pennies?", "turn_id": 74, "word_count": 9}, {"action": {"confidence": 0.96, "explanation": "Teacher instructs how to proceed on the workspace and also invites all group members to participate.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Yeah. Well, and then go, go 11 through 20 and see if you start developing a pattern of things. Alright? Ladies, get in the mix, get in the mix.", "turn_id": 75, "word_count": 29}, {"action": {"confidence": 0.86, "explanation": "\"I have no idea\" is an affective expression of uncertainty rather than a specific math move.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1029", "text": "I have no idea.", "turn_id": 76, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "\"What?\" requests clarification.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "What?", "turn_id": 77, "word_count": 1}, {"action": {"confidence": 0.83, "explanation": "\"Do you want me to?\" offers to take over a shared task.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_031", "text": "Do you want me to?", "turn_id": 78, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "\"Yeah, sure\" accepts the offer.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Yeah, sure.", "turn_id": 79, "word_count": 2}, {"action": {"confidence": 0.84, "explanation": "Refers to how they were representing coins with letters like P, N.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_030", "text": "I thought we were just putting like P, N.", "turn_id": 80, "word_count": 9}, {"action": {"confidence": 0.87, "explanation": "Brief confirmation: \"Yeah, that's what...\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah, that's what...", "turn_id": 81, "word_count": 3}, {"action": {"confidence": 0.73, "explanation": "Begins enumerating positions in the representation to build the pattern, then notices confusion.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1029", "text": "Oh, so it's like one, two, three, four. Oh, what that doesn't make...", "turn_id": 82, "word_count": 13}, {"action": {"confidence": 0.84, "explanation": "\"I think I know how to solve this\" announces a method idea.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_030", "text": "Wait, I think I know how to solve this.", "turn_id": 83, "word_count": 9}, {"action": {"confidence": 0.96, "explanation": "\"Okay. Okay\" receives the claim of having an idea.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Okay. Okay, that's...", "turn_id": 84, "word_count": 3}, {"action": {"confidence": 0.9, "explanation": "Explicitly states having an idea for a solving method.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_030", "text": "I have an idea how we can solve this.", "turn_id": 85, "word_count": 9}, {"action": {"confidence": 0.98, "explanation": "\"Okay\" acknowledges readiness to hear the method.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Okay.", "turn_id": 86, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Suggests subtracting out penny positions from 1001 as a method.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_030", "text": "What if we just like, what if we just like. So, we have 1001, right? Subtract how much amount of pennies will take over that. Every second one will be a one.", "turn_id": 87, "word_count": 32}, {"action": {"confidence": 0.74, "explanation": "Clarifies that \"one\" here means a nickel, not just any one.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_031", "text": "A nickel.", "turn_id": 88, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "\"Oh, I got you\" indicates understanding of the strategy.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Oh, I got you.", "turn_id": 89, "word_count": 4}, {"action": {"confidence": 0.87, "explanation": "Offers \"500\" as a tentative quantity in the strategy.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_030", "text": "Like 500.", "turn_id": 90, "word_count": 2}, {"action": {"confidence": 0.99, "explanation": "Brief agreement: \"Yeah.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah.", "turn_id": 91, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "\"So... will that work?\" explicitly evaluates whether the strategy fits.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_030", "text": "So... will that work?", "turn_id": 92, "word_count": 4}, {"action": {"confidence": 0.81, "explanation": "\"Just try it out\" suggests testing the proposed method against the problem.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1029", "text": "Just try it out.", "turn_id": 93, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Continues the proposed method: take away the 500.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_030", "text": "So, and then we could take away the 500.", "turn_id": 94, "word_count": 9}, {"action": {"confidence": 0.88, "explanation": "Offers to do the step/write it: \"You want me to do it?\"", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah, and then... and then you gotta. You want me to do it? I can do it.", "turn_id": 95, "word_count": 17}, {"action": {"confidence": 0.93, "explanation": "Checks the coin type: \"It was dime, right?\"", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1029", "text": "It was dime, right?", "turn_id": 96, "word_count": 4}, {"action": {"confidence": 0.92, "explanation": "\"Yeah, it was dimes\" confirms the question.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "Yeah, it was dimes.", "turn_id": 97, "word_count": 4}, {"action": {"confidence": 0.89, "explanation": "\"Just look up here\" directs a peer's attention to the shared display.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_030", "text": "Just look up here.", "turn_id": 98, "word_count": 4}, {"action": {"confidence": 0.93, "explanation": "Explains why the placement should be every third coin rather than as previously shown.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_030", "text": "Alright, dimes. No, wait, no, dude, dude, dude, dude. It's not like that. It's like every third one, right? One, two, three, one, two, three, take that out.", "turn_id": 99, "word_count": 28}, {"action": {"confidence": 0.88, "explanation": "Questions a placement in the representation: \"why would it be here?\"", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1029", "text": "Wait, why, why would it be here? Wait, oh.", "turn_id": 100, "word_count": 9}, {"action": {"confidence": 0.88, "explanation": "Restates the rule: \"It's every third one.\"", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_033", "text": "It's every third one.", "turn_id": 101, "word_count": 4}, {"action": {"confidence": 0.7, "explanation": "Clarifies that the rule applies to every third penny/position.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1029", "text": "Every third penny.", "turn_id": 102, "word_count": 3}, {"action": {"confidence": 0.72, "explanation": "Backs off and revises the objection: \"Actually yeah, sure.\"", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_030", "text": "No, no, no. Actually yeah, sure.", "turn_id": 103, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "Clarifies that it is every third coin, refining interpretation of the step.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_031", "text": "Every third, like, every third coin.", "turn_id": 104, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "Explains a spacing implication: it won't always be centered between two nickels.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_033", "text": "So, it's not always going to be in the middle of like two empty...", "turn_id": 105, "word_count": 14}, {"action": {"confidence": 0.83, "explanation": "\"See, like that\" marks a placement on the shared representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_030", "text": "See, like that.", "turn_id": 106, "word_count": 3}, {"action": {"confidence": 0.78, "explanation": "Continues explaining the spatial relationship in the representation.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_033", "text": "Space between two nickels.", "turn_id": 107, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "States another rule: quarters occur every fourth one.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_030", "text": "Get it? Okay, and then quarters, every fourth one.", "turn_id": 108, "word_count": 9}, {"action": {"confidence": 0.93, "explanation": "Brief agreement/uptake.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah, so it's, yeah.", "turn_id": 109, "word_count": 4}, {"action": {"confidence": 0.51, "explanation": "\"So it's kind of...\" starts to explain the structure, albeit incompletely.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_030", "text": "So it's kind of...", "turn_id": 110, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Invites peer to show the idea while offering to write it down.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1029", "text": "Okay, it's always your idea, show me your idea. I'll write that.", "turn_id": 111, "word_count": 12}, {"action": {"confidence": 0.93, "explanation": "Restates the subtractive method using 1001 and nickels as the planned approach.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_030", "text": "Okay, so we have 1001 and then we just subtract how much amount of nickels that would be, like, which money it would make.", "turn_id": 112, "word_count": 24}, {"action": {"confidence": 0.94, "explanation": "Asks what that subtraction result would represent: pennies?", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1029", "text": "Oh, but that would be how many pennies we have right?", "turn_id": 113, "word_count": 11}, {"action": {"confidence": 0.72, "explanation": "Attempts numerical reasoning about the count of nickels/pennies.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_030", "text": "Uh, so, we have five, five nickels every penny. That's approximately five, no, no... five.", "turn_id": 114, "word_count": 15}, {"action": {"confidence": 0.86, "explanation": "Supplies \"500\" as the candidate count.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1029", "text": "500.", "turn_id": 115, "word_count": 1}, {"action": {"confidence": 0.79, "explanation": "Calculates/updates to \"500... That's 501.\"", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_030", "text": "500-ish. Yeah, 500. Okay, yeah. That's 501.", "turn_id": 116, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Teacher reframes the task focus: not just pattern-finding but total money on the table.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So just a reminder, it's not about just finding the pattern, it's finding how much money is on that table. So there's a second aspect to this problem, right?", "turn_id": 117, "word_count": 29}, {"action": {"confidence": 0.91, "explanation": "Asks what to do with the quantity just found and what it represents.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1029", "text": "So... what do we do with that? Is that how many...", "turn_id": 118, "word_count": 11}, {"action": {"confidence": 0.71, "explanation": "\"I don't know\" registers lack of answer without advancing the math.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "I don't know.", "turn_id": 119, "word_count": 3}, {"action": {"confidence": 0.75, "explanation": "Offers reasoning about using 1001 instead of 1000 and its implication.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_031", "text": "Since you're doing, um, 1001 and not 1000, wouldn't it be like...", "turn_id": 120, "word_count": 12}, {"action": {"confidence": 0.91, "explanation": "Suggests a tentative value: 2500 cents = $25.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1029", "text": "So, wouldn't this be like, 2500 cents, which is $25.", "turn_id": 121, "word_count": 10}, {"action": {"confidence": 0.92, "explanation": "Suggests temporarily ignoring the extra one since it will be a penny.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_030", "text": "How about we just forget the one for now, cause we already know it going to be a penny.", "turn_id": 122, "word_count": 19}, {"action": {"confidence": 0.99, "explanation": "\"Okay\" accepts the suggested simplification.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Okay.", "turn_id": 123, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "States \"It's 500\" as a tentative quantity.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_030", "text": "It's 500.", "turn_id": 124, "word_count": 2}, {"action": {"confidence": 0.76, "explanation": "Interprets the 500 as 500 of a particular coin type: \"500 nickels.\"", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1029", "text": "Okay, so, yea, so like 500 of some, 500 nickels.", "turn_id": 125, "word_count": 10}, {"action": {"confidence": 0.83, "explanation": "\"But, what?\" requests clarification amid confusion.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1029", "text": "But, what?", "turn_id": 126, "word_count": 2}, {"action": {"confidence": 0.9, "explanation": "Asks about the teacher's prior statement for guidance.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "Okay, so now... wait, what did she say about?", "turn_id": 127, "word_count": 9}, {"action": {"confidence": 0.88, "explanation": "\"500000\" appears as a joking/random interjection, not advancing reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1023", "text": "500000.", "turn_id": 128, "word_count": 1}, {"action": {"confidence": 0.86, "explanation": "Summarizes quantities found and asks what to do next with them.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_030", "text": "Uh, okay, yeah so, 500 pennies, 500 nickels. Now what do we do?", "turn_id": 129, "word_count": 13}, {"action": {"confidence": 0.82, "explanation": "\"I'm just thinking bro\" is mainly social/affective commentary.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1029", "text": "I'm just thinking bro.", "turn_id": 130, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Directly asks for help from another person.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "Hello, can you please give us a help?", "turn_id": 131, "word_count": 8}, {"action": {"confidence": 0.87, "explanation": "Suggests using a \"pyramids method\" as an alternate method.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1029", "text": "How about we just do the pyramids method?", "turn_id": 132, "word_count": 8}, {"action": {"confidence": 0.97, "explanation": "Asks what \"pyramids method\" means.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "What, what do you mean pyramids method?", "turn_id": 133, "word_count": 7}, {"action": {"confidence": 0.56, "explanation": "Refers/deictically points to a representation: \"That.\"", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1029", "text": "That.", "turn_id": 134, "word_count": 1}, {"action": {"confidence": 0.88, "explanation": "Questions whether that counts as the pyramids method.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "That's a pyramids method?", "turn_id": 135, "word_count": 4}, {"action": {"confidence": 0.91, "explanation": "Asks about the teacher's statement on repeating the same thing.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "Wait, what did she say about repeating that same thing?", "turn_id": 136, "word_count": 10}, {"action": {"confidence": 0.7, "explanation": "Responds briefly: \"It's a pattern. She said it was a pattern.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "It's a pattern. She said it was a pattern.", "turn_id": 137, "word_count": 9}, {"action": {"confidence": 0.8, "explanation": "References and reapplies the teacher's earlier instruction to continue until a pattern appears.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_031", "text": "It'll turn into a pattern at some point, and she says, why don't we do that, until we figure out the pattern.", "turn_id": 138, "word_count": 22}, {"action": {"confidence": 0.94, "explanation": "\"I mean, okay.\" accepts the plan.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "I mean, okay.", "turn_id": 139, "word_count": 3}, {"action": {"confidence": 0.99, "explanation": "Brief agreement: \"Yeah.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_033", "text": "Yeah.", "turn_id": 140, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Directs how to mark the representation: write N, then cross out every...", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_030", "text": "Okay, so, N, N. Okay. No, no, just cross out every like... yeah.", "turn_id": 141, "word_count": 13}, {"action": {"confidence": 0.81, "explanation": "Questions whether a placement in the representation is correct.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1029", "text": "Wait, is this? No, it isn't, right?", "turn_id": 142, "word_count": 7}, {"action": {"confidence": 0.9, "explanation": "Checks and confirms: \"One, two, nickel, that's correct.\"", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_031", "text": "One, two, nickel, that's correct.", "turn_id": 143, "word_count": 5}, {"action": {"confidence": 0.84, "explanation": "Interprets what their crossing-out procedure means: replacing entries with another coin.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_030", "text": "So, we're just replacing the, like, everything... with some other coin.", "turn_id": 144, "word_count": 11}, {"action": {"confidence": 0.52, "explanation": "Incomplete \"So, this is\" mainly marks continuation/uptake.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "So, this is.", "turn_id": 145, "word_count": 3}, {"action": {"confidence": 0.9, "explanation": "Assigns the current slot/value to a dime.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_030", "text": "This is a dime.", "turn_id": 146, "word_count": 4}, {"action": {"confidence": 0.72, "explanation": "Repeats/accepts: \"Dime, dime.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Dime, dime.", "turn_id": 147, "word_count": 2}, {"action": {"confidence": 0.88, "explanation": "Corrects the location/value: \"No, this will be a dime.\"", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_030", "text": "No, this will be a dime.", "turn_id": 148, "word_count": 6}, {"action": {"confidence": 0.92, "explanation": "Counts through positions to justify where the coin should go.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_031", "text": "One, two, three, that's... one, two, three, right here.", "turn_id": 149, "word_count": 9}, {"action": {"confidence": 0.94, "explanation": "\"Yeah, right here\" confirms the location.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah, right here.", "turn_id": 150, "word_count": 3}, {"action": {"confidence": 0.8, "explanation": "Disagrees with the placement: \"No, it's right here.\"", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_030", "text": "No, it's right here.", "turn_id": 151, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Directs how to continue marking quarters on the shared work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_033", "text": "After the dime, you just put, you count one, two, three, and put an X there.", "turn_id": 152, "word_count": 16}, {"action": {"confidence": 0.89, "explanation": "Suggests numbering positions 1,2,3,4,5,6 to reorganize the representation for easier tracking.", "name": "decomposing_or_repartitioning_the_structure"}, "role": "student", "speaker_id": "student_030", "text": "Or maybe, to help you, we just put one, two, three, four, five, six.", "turn_id": 153, "word_count": 14}, {"action": {"confidence": 0.85, "explanation": "Begins writing/counting the numbered representation: \"one, two, three, four.\"", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1029", "text": "So, one, two, three, four.", "turn_id": 154, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "\"There you go\" confirms the action.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "There you go.", "turn_id": 155, "word_count": 3}, {"action": {"confidence": 0.83, "explanation": "Continues counting/laying out the representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1029", "text": "One, two, three, four.", "turn_id": 156, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Directs a peer to keep replacing items in the representation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_030", "text": "So, just like replace everything.", "turn_id": 157, "word_count": 5}, {"action": {"confidence": 0.86, "explanation": "Offers a tentative sequence structure of the coins in the pattern.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_1029", "text": "So, right now, it's penny, D, N, Q, dime, penny. Oh, I see, I see. Quarter and...", "turn_id": 158, "word_count": 17}, {"action": {"confidence": 0.8, "explanation": "Gives another compact candidate sequence: D, P, N, Q.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_030", "text": "D, P, N, Q.", "turn_id": 159, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "States a longer candidate sequence of coin labels as the pattern.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_031", "text": "P, N, D, N, Q, D, P, N, Q, N.", "turn_id": 160, "word_count": 10}, {"action": {"confidence": 0.92, "explanation": "\"What?\" asks for clarification of the just-stated sequence.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "What?", "turn_id": 161, "word_count": 1}, {"action": {"confidence": 0.63, "explanation": "\"What do we do now?\" seeks the next method step in solving.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_030", "text": "Okay, um, so, what do we do now?", "turn_id": 162, "word_count": 8}, {"action": {"confidence": 0.87, "explanation": "Questions whether the current sequence is the complete repeating pattern.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1029", "text": "So, maybe this isn't the full pattern.", "turn_id": 163, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "\"Huh?\" asks for clarification.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "Huh?", "turn_id": 164, "word_count": 1}, {"action": {"confidence": 0.91, "explanation": "Restates the concern that the current pattern may be incomplete.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1029", "text": "Maybe this isn't the full pattern, like there could be more to this pattern, you know?", "turn_id": 165, "word_count": 16}, {"action": {"confidence": 0.99, "explanation": "Brief agreement: \"Yeah.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Yeah.", "turn_id": 166, "word_count": 1}, {"action": {"confidence": 0.91, "explanation": "Asks a peer to write how the pattern would continue.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1029", "text": "So would this be... so this would be, how would this be? Can you write it?", "turn_id": 167, "word_count": 16}, {"action": {"confidence": 0.92, "explanation": "Agrees to write and asks what specifically to record.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_030", "text": "Yeah, I'll write. What do I write?", "turn_id": 168, "word_count": 7}, {"action": {"confidence": 0.94, "explanation": "Directs peer to write/continue the pattern.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1029", "text": "So, like, the pattern. Can you do the pattern?", "turn_id": 169, "word_count": 9}, {"action": {"confidence": 0.94, "explanation": "\"Again?\" asks for clarification of the requested action.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "Again?", "turn_id": 170, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "Confirms: continue it.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah, just continue it.", "turn_id": 171, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Actively writes out positions and coin letters to extend the shared pattern representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_030", "text": "Okay. One, two, three, four, five, six, seven, eight, nine, ten. Okay, um, P, N, P, N, P, N, N, N. Okay, wait, okay, yeah, yeah. Okay, um...", "turn_id": 172, "word_count": 28}, {"action": {"confidence": 0.97, "explanation": "Asks why the peer is drawing a line in the representation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_031", "text": "Why are you putting a line?", "turn_id": 173, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "\"Huh?\" requests repetition/clarification.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "Huh?", "turn_id": 174, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Repeats the request about the purpose of the line.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_031", "text": "Why are you putting a line?", "turn_id": 175, "word_count": 6}, {"action": {"confidence": 0.9, "explanation": "Explains the line was to separate parts because of a mistaken grouping into tens.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_030", "text": "It's just kind of like to separate, cause I thought this was part of this. Aren't we doing 10 cents?", "turn_id": 176, "word_count": 20}, {"action": {"confidence": 0.88, "explanation": "Suggests how to organize the written work: do it together.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_031", "text": "You should do, I think you should do it together.", "turn_id": 177, "word_count": 10}, {"action": {"confidence": 0.96, "explanation": "Directs the group to write the pattern together and figure it out collaboratively.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1029", "text": "I think we should do it like this, and then just figure out the pattern, and write it together. And then we can do it together.", "turn_id": 178, "word_count": 26}, {"action": {"confidence": 0.98, "explanation": "\"Okay, sure. Yeah.\" accepts the proposed coordination.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Okay, sure. Yeah.", "turn_id": 179, "word_count": 3}, {"action": {"confidence": 0.83, "explanation": "Counts through positions while extending the representation, then notices something off.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_030", "text": "One, two, three, one, two, three, one, two, three, and one, two, three. Wait, what? Okay, what am I doing, no, this is wrong?", "turn_id": 180, "word_count": 24}, {"action": {"confidence": 0.95, "explanation": "Points out an incorrect dime placement: \"there's no dime there.\"", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1029", "text": "No, there's no dime there, there's no dime there.", "turn_id": 181, "word_count": 9}, {"action": {"confidence": 0.72, "explanation": "\"Okay, yeah, whatever\" accepts the correction.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Okay, yeah, whatever.", "turn_id": 182, "word_count": 3}, {"action": {"confidence": 0.71, "explanation": "Marks another position in the pattern representation: \"Four, here.\"", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1029", "text": "Four, here.", "turn_id": 183, "word_count": 2}, {"action": {"confidence": 0.92, "explanation": "Places the quarter after counting four in the representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_030", "text": "Okay, yeah, quarter. One, two, three, four. Quarter, and yeah.", "turn_id": 184, "word_count": 10}, {"action": {"confidence": 0.93, "explanation": "Checks whether the quarter placement should be after counting four.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_033", "text": "Wait, shouldn't it be one, two, three, four? For the quarter.", "turn_id": 185, "word_count": 11}, {"action": {"confidence": 0.86, "explanation": "Confirms they should apply the every-four rule there too.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_031", "text": "Yeah, aren't we doing that one too, with this?", "turn_id": 186, "word_count": 9}, {"action": {"confidence": 0.99, "explanation": "Simple agreement: \"Yeah.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah.", "turn_id": 187, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "Corrects the quarter location: \"The quarter should go there.\"", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_033", "text": "The quarter should go there.", "turn_id": 188, "word_count": 5}, {"action": {"confidence": 0.81, "explanation": "Admits forgetting and accepts correction.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Yeah, I kind of forgot what that one, sorry.", "turn_id": 189, "word_count": 9}, {"action": {"confidence": 0.69, "explanation": "Minimal continuation/uptake: \"And just... yeah.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "And just... yeah.", "turn_id": 190, "word_count": 3}, {"action": {"confidence": 0.88, "explanation": "States they do not yet see a repeat pattern, evaluating current work.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_030", "text": "I don't see any pattern.", "turn_id": 191, "word_count": 5}, {"action": {"confidence": 0.84, "explanation": "Directs a correction to the representation: cross this one out.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1029", "text": "You gotta cross this one out.", "turn_id": 192, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "\"To do what?\" asks why that correction is needed.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "To do what?", "turn_id": 193, "word_count": 3}, {"action": {"confidence": 0.82, "explanation": "Clarifies the corrected mark represents a quarter.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_031", "text": "Quarter. And, yea.", "turn_id": 194, "word_count": 3}, {"action": {"confidence": 0.88, "explanation": "Again notes not seeing the pattern yet.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_030", "text": "I don't see any.", "turn_id": 195, "word_count": 4}, {"action": {"confidence": 0.8, "explanation": "Asks how long the quarter rule was omitted to know how far to repair.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_031", "text": "Since you forgot about that one, how long did you forget about it for?", "turn_id": 196, "word_count": 14}, {"action": {"confidence": 0.63, "explanation": "\"Um\" is a minimal response marker.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Um.", "turn_id": 197, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "States they must correct prior entries because the current work is wrong.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_031", "text": "We have to correct all the ones, and yeah. That's wrong.", "turn_id": 198, "word_count": 11}, {"action": {"confidence": 0.91, "explanation": "Offers a candidate mini-sequence: P, N, D, Q.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_031", "text": "P, N, D, Q.", "turn_id": 199, "word_count": 4}, {"action": {"confidence": 0.86, "explanation": "Tests another candidate sequence and questions if a spot should be D.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_031", "text": "Wait, P, Q, D, N, P. Wouldn't that be D?", "turn_id": 200, "word_count": 10}, {"action": {"confidence": 0.96, "explanation": "Explicitly states that they did something wrong.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_030", "text": "Yeah, we did something wrong.", "turn_id": 201, "word_count": 5}, {"action": {"confidence": 0.93, "explanation": "\"Yeah, okay\" accepts the diagnosis.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah, okay.", "turn_id": 202, "word_count": 2}, {"action": {"confidence": 0.89, "explanation": "\"Can I?\" asks to take over participation/workspace control.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_031", "text": "Can I?", "turn_id": 203, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "Teacher checks whether their work implies the incorrect claim of 500 pennies.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Do we think there's 500 pennies? Is that, what that's saying?", "turn_id": 204, "word_count": 11}, {"action": {"confidence": 0.78, "explanation": "Responds briefly: \"No, we're not doing that.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "No, we're not doing that.", "turn_id": 205, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Teacher explicitly says there are not 500 pennies.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Okay, I was gonna say there's not 500 pennies.", "turn_id": 206, "word_count": 9}, {"action": {"confidence": 0.99, "explanation": "Simple agreement: \"Yeah.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah.", "turn_id": 207, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher asks when the pattern begins to repeat.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Because it kind of. Yeah, they start overlapping, right? Hm, so when does it repeat? Do you know? Have you figured out when it starts to repeat?", "turn_id": 208, "word_count": 27}, {"action": {"confidence": 0.89, "explanation": "Offers a tentative repeat length: after 30.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_030", "text": "We're thinking maybe it repeats after 30,", "turn_id": 209, "word_count": 7}, {"action": {"confidence": 0.88, "explanation": "Teacher rejects that candidate with \"Sooner.\"", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Sooner.", "turn_id": 210, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Offers another tentative repeat point: 25.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1029", "text": "25?", "turn_id": 211, "word_count": 1}, {"action": {"confidence": 0.88, "explanation": "Teacher again rejects the candidate: \"Sooner, sooner.\"", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Sooner, sooner.", "turn_id": 212, "word_count": 2}, {"action": {"confidence": 0.89, "explanation": "Offers 20 as another candidate repeat point.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1029", "text": "20?", "turn_id": 213, "word_count": 1}, {"action": {"confidence": 0.78, "explanation": "Observes they may have extended the pattern farther than necessary.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1029", "text": "So we've done more than we were supposed to.", "turn_id": 214, "word_count": 9}, {"action": {"confidence": 0.54, "explanation": "Teacher's \"So\" is a transition/receipt marker.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So.", "turn_id": 215, "word_count": 1}, {"action": {"confidence": 0.81, "explanation": "Explains that because of the separation they effectively did 10.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_031", "text": "No, since you separated that, you did 10.", "turn_id": 216, "word_count": 8}, {"action": {"confidence": 0.84, "explanation": "Teacher clarifies how their representation was organized: by 10s.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_001", "text": "You guys did it by 10, by 10.", "turn_id": 217, "word_count": 8}, {"action": {"confidence": 0.78, "explanation": "\"Oh, so, it's more\" shows uptake of the clarification.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Oh, so, it's more.", "turn_id": 218, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Teacher sets up the next part of the sequence starting from 10/11 to inspect the pattern.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So, it's different. So think about this for a minute. Let's just look at this one. I don't have my pen with me. So if this is 10, right, if this is 11, what's going to happen with 12?", "turn_id": 219, "word_count": 39}, {"action": {"confidence": 0.96, "explanation": "Teacher explains overlapping divisibility at 12 using every two/every three rules.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "It will be a nickel because it's every two, but it, won't it also be a dime, because it's every third. Doesn't three go into 12.", "turn_id": 220, "word_count": 26}, {"action": {"confidence": 0.77, "explanation": "Student tentatively guesses \"four?\" as the repeat length.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_031", "text": "Is it, is it four?", "turn_id": 221, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "Teacher identifies that a marked coin should be a quarter, not a nickel, and says they are off there.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_001", "text": "And then, and then, but then also Q, the quarter goes into the fourth one, right? This, something's off here. This should be a quarter, not a nickel. One, two, three, four. This should be a quarter. And then you're back to a penny here. So you're off here.", "turn_id": 222, "word_count": 49}, {"action": {"confidence": 0.8, "explanation": "\"Oh, so we got the pattern\" shows uptake of the correction.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Oh, so we got the pattern.", "turn_id": 223, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "Teacher explicitly states the pattern is off.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_001", "text": "This pattern is off.", "turn_id": 224, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "\"Oh, okay.\" accepts the correction.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Oh, okay.", "turn_id": 225, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Teacher continues building the sequence from 10 onward to display the pattern.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So start up here with mine. Look at mine ready. So that's first four, but then the next four change. So let's do because this is 10, right? 10, 9, 10, what's 11?", "turn_id": 226, "word_count": 33}, {"action": {"confidence": 0.9, "explanation": "Asks whether the next addition is a penny.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1029", "text": "So do we add a penny?", "turn_id": 227, "word_count": 6}, {"action": {"confidence": 0.94, "explanation": "Teacher explains that 11 is penny and why the every-two/three/four rules won't change there.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Put a penny there. Is that going to change? Two, three, every two, every three, every four, that won't change, right? And then, what about 12? What will 12 be? I'll start a penny.", "turn_id": 228, "word_count": 34}, {"action": {"confidence": 0.55, "explanation": "Tentatively answers \"Is it 10?\" to the teacher's query.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_031", "text": "Is it 10?", "turn_id": 229, "word_count": 3}, {"action": {"confidence": 0.93, "explanation": "Identifies 12's coin content as nickel, dime, and quarter.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1029", "text": "Nickel, dime, and a quarter.", "turn_id": 230, "word_count": 5}, {"action": {"confidence": 0.91, "explanation": "Teacher explains how 12 changes to include a nickel.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So a nickel will be here, right? This will change to a nickel.", "turn_id": 231, "word_count": 13}, {"action": {"confidence": 0.99, "explanation": "Simple agreement: \"Yeah.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah.", "turn_id": 232, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Teacher continues explaining that 12 also changes to dime and quarter.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "And it'll also change to a dime, and then it'll be a quarter.", "turn_id": 233, "word_count": 13}, {"action": {"confidence": 0.99, "explanation": "Simple agreement: \"Yeah.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah.", "turn_id": 234, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "Teacher extends the pattern to 13 and 14 in the shared representation.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "What about 13? Let's go down here with 13. What's 13? Penny. What about 14?", "turn_id": 235, "word_count": 15}, {"action": {"confidence": 0.92, "explanation": "Maps 14 to a nickel.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_030", "text": "Uh, that's a nickel.", "turn_id": 236, "word_count": 4}, {"action": {"confidence": 0.89, "explanation": "Teacher confirms: \"That'll be a nickel.\"", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "That'll be a nickel.", "turn_id": 237, "word_count": 4}, {"action": {"confidence": 0.99, "explanation": "Simple agreement: \"Yeah.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah.", "turn_id": 238, "word_count": 1}, {"action": {"confidence": 0.65, "explanation": "Begins to suggest another method: \"What if we just like, use...\"", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_030", "text": "What if we just like, use...", "turn_id": 239, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "Teacher keeps building the sequence and asks what 15 is.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "What about 14? Wait, 13, 14, 15. What's 15?", "turn_id": 240, "word_count": 9}, {"action": {"confidence": 0.92, "explanation": "Maps 15 to a dime.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1029", "text": "I'm old, be a dime.", "turn_id": 241, "word_count": 5}, {"action": {"confidence": 0.88, "explanation": "Teacher asks whether they now see a pattern emerging.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Dime, just put a dime, right? Do you see something starting?", "turn_id": 242, "word_count": 11}, {"action": {"confidence": 0.92, "explanation": "\"Oh, 14?\" asks to clarify which position is being discussed.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "Oh, 14?", "turn_id": 243, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "Teacher explains that 16 is a quarter and connects 13-16 to the first four, justifying repeat structure.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "You see it? So this is 13, 14, 15. What do you think 16 is going to be? Q, because it's every four, right? So do you see how the first four are now matching 13, 14, 15, 16?", "turn_id": 244, "word_count": 39}, {"action": {"confidence": 0.99, "explanation": "\"Yeah\" confirms seeing the connection.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah.", "turn_id": 245, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "Teacher asks students to state after how many the pattern repeats.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So the pattern repeats after how many?", "turn_id": 246, "word_count": 7}, {"action": {"confidence": 0.93, "explanation": "Teacher supplies the candidate repeat length: after 12.", "name": "proposing_a_candidate_solution"}, "role": "teacher", "speaker_id": "teacher_001", "text": "After 12, right?", "turn_id": 247, "word_count": 3}, {"action": {"confidence": 0.79, "explanation": "Student identifies the now-found pattern as the relevant structure.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_1029", "text": "So the pattern is this.", "turn_id": 248, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Teacher corrects the student's too-short pattern claim, saying the full pattern is 12 items.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_001", "text": "No, the pattern is this. It's 12 of them. It's not just this. It's... it's a pattern of 12.", "turn_id": 249, "word_count": 19}, {"action": {"confidence": 0.97, "explanation": "Teacher explains how the 12-coin pattern repeats through 24 and 36.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "So after 12, it will start repeating. So the first 12 will look like this. The next 12, up to 24 will look like this. Up to 36 will repeat.", "turn_id": 250, "word_count": 30}, {"action": {"confidence": 0.82, "explanation": "\"Oh, I think I know\" shows understanding of the explanation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "So we just have to. Oh, I think I know.", "turn_id": 251, "word_count": 10}, {"action": {"confidence": 0.8, "explanation": "Teacher checks if the students now understand the correct path/pattern.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Are you seeing it now?", "turn_id": 252, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Student proposes adding up the coins in one pattern unit.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1029", "text": "So now we just have to add up the coins in the pattern.", "turn_id": 253, "word_count": 13}, {"action": {"confidence": 0.97, "explanation": "Teacher adds the next strategy step: find how many sets of 12 there are.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_001", "text": "And then you got to figure out how many sets of 12 are.", "turn_id": 254, "word_count": 13}, {"action": {"confidence": 0.84, "explanation": "Notes there will be a remainder, evaluating the division situation.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1029", "text": "And there'll be a remainder too.", "turn_id": 255, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Teacher explains the remainder represents extra coins beyond full pattern sets.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "There's going to be a remainder which is just extra coins, right?", "turn_id": 256, "word_count": 12}, {"action": {"confidence": 0.99, "explanation": "Simple agreement: \"Yeah.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah.", "turn_id": 257, "word_count": 1}, {"action": {"confidence": 0.91, "explanation": "Teacher checks whether they are now on the right path.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Are we on the right path now?", "turn_id": 258, "word_count": 7}, {"action": {"confidence": 0.99, "explanation": "\"Yes\" confirms the teacher's question.", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_033", "text": "Yes.", "turn_id": 259, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Asks whether the extra/remainder coins must be counted.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "Do we have to count the extra coins?", "turn_id": 260, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "Teacher explains yes, because those coins are still on the table.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Yeah, you have to, because it's on the table. Yeah.", "turn_id": 261, "word_count": 10}, {"action": {"confidence": 0.92, "explanation": "Checks a constraint on the result: there can't be half a coin.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_030", "text": "So, we can't have a half a coin?", "turn_id": 262, "word_count": 8}, {"action": {"confidence": 0.96, "explanation": "Teacher confirms the constraint.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "You can't have half a coin. You're right. You can't have half a coin.", "turn_id": 263, "word_count": 14}, {"action": {"confidence": 0.84, "explanation": "\"Lock in\" is motivational/affective talk, not substantive math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1029", "text": "Lock in, student_030.", "turn_id": 264, "word_count": 3}, {"action": {"confidence": 0.83, "explanation": "Repeats \"lock in\" as affective encouragement.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_030", "text": "Alright, lock in, lock in, lock in. Uh, so that's...", "turn_id": 265, "word_count": 10}, {"action": {"confidence": 0.74, "explanation": "Names the coin value/type at a point in the sequence: \"Dime.\"", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1029", "text": "Dime.", "turn_id": 266, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Asks why the peer is counting.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "Wait, why are you counting?", "turn_id": 267, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Explains the purpose of counting: adding all the pattern coins together.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1029", "text": "I'm adding them all up together.", "turn_id": 268, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "\"Oh, okay, okay, never mind\" accepts the explanation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Oh, okay, okay, never mind.", "turn_id": 269, "word_count": 5}, {"action": {"confidence": 0.82, "explanation": "Begins counting/summing the pattern values: \"So, we have one...\"", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_030", "text": "So, we have one...", "turn_id": 270, "word_count": 4}, {"action": {"confidence": 0.88, "explanation": "Hands off the task to the peer: \"I'll let you do this.\"", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_030", "text": "I'll let you do this, like, that.", "turn_id": 271, "word_count": 7}, {"action": {"confidence": 0.85, "explanation": "Starts the arithmetic total with the first value: \"we have a one.\"", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1029", "text": "Alright, so we have a one.", "turn_id": 272, "word_count": 6}, {"action": {"confidence": 0.91, "explanation": "Lists the coin sequence in the 12-coin pattern representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_031", "text": "So, N, D, Q, P, D, P, Q, D, N, P, Q.", "turn_id": 273, "word_count": 12}, {"action": {"confidence": 0.94, "explanation": "States the immediate plan: add all of this up first.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1029", "text": "Well, we have to add all of this up first.", "turn_id": 274, "word_count": 10}, {"action": {"confidence": 0.98, "explanation": "Runs through cumulative sums: six, sixteen, etc.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_031", "text": "Six, sixteen... 41, 42, 52, 52.", "turn_id": 275, "word_count": 6}, {"action": {"confidence": 0.91, "explanation": "Adds specific values during the totaling process.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_030", "text": "One, and then that's a 25.", "turn_id": 276, "word_count": 6}, {"action": {"confidence": 0.99, "explanation": "Continues cumulative addition to reach 119.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1029", "text": "78, 88, 93, 94, 119.", "turn_id": 277, "word_count": 5}, {"action": {"confidence": 0.91, "explanation": "Recomputes the sequence sum to verify the total 119.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_030", "text": "I'm just gunna check. Six, sixteen, uh... 41, 42, 52, 53, 78, 88, 93, 94, 119.", "turn_id": 278, "word_count": 16}, {"action": {"confidence": 0.71, "explanation": "Moves to the next step: compare/divide 119 into the 1001-coin problem.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_030", "text": "So, 119 to 1001.", "turn_id": 279, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "\"Wait, why does it say 12?\" asks what the 12 represents.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_031", "text": "Wait, why does it say 12?", "turn_id": 280, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Explains that 12 is the number of coins in the repeating pattern.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1029", "text": "12. The pattern is 12 coins, remember?", "turn_id": 281, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "States the division result \"83 R 5\" and the need for value from it.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_030", "text": "83 R 5. Okay, so now we have to find out the value.", "turn_id": 282, "word_count": 13}, {"action": {"confidence": 0.95, "explanation": "Multiplies 83 by 119 to get 9877 and begins adding the remainder coins.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1029", "text": "9877. But we have this five remaining, so the pattern starts again. So, one, five, six, six.", "turn_id": 283, "word_count": 17}, {"action": {"confidence": 0.72, "explanation": "Suggests an alternative treatment of the remainder as a decimal.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_031", "text": "Can't you just make their remainder a decimal?", "turn_id": 284, "word_count": 8}, {"action": {"confidence": 0.94, "explanation": "Rejects that because they cannot have half a coin.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_030", "text": "Nope, she we can't have half a coin.", "turn_id": 285, "word_count": 8}, {"action": {"confidence": 0.68, "explanation": "States they still need another quantity/step for completion.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_030", "text": "Okay, so we need a.", "turn_id": 286, "word_count": 5}, {"action": {"confidence": 0.89, "explanation": "Offers 42 as the value of the remainder segment.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1029", "text": "42.", "turn_id": 287, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "\"42?\" asks for confirmation/explanation of that number.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "42?", "turn_id": 288, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Explains 42 comes from adding the first five coins of the repeated pattern.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1029", "text": "Like, because, like, you have to add these five up because the remainder, and I started the pattern again.", "turn_id": 289, "word_count": 19}, {"action": {"confidence": 0.82, "explanation": "Asks whether the peer has converted the result yet, directing next work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_030", "text": "So, yeah, so that's our remainder. Now, um, so, did you convert it yet?", "turn_id": 290, "word_count": 14}, {"action": {"confidence": 0.82, "explanation": "States the conversion step/result toward dollars: \"$99...\"", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah, I converted it. $99... yeah, just.", "turn_id": 291, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "States the final candidate answer: \"99.19.\"", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_030", "text": "So, it's 99.19.", "turn_id": 292, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "\"Did we get it?\" asks whether the result is correct.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1029", "text": "Did we get it?", "turn_id": 293, "word_count": 4}, {"action": {"confidence": 0.74, "explanation": "\"I don't know\" is a minimal noncommittal response.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1005", "text": "I don't know.", "turn_id": 294, "word_count": 3}, {"action": {"confidence": 0.9, "explanation": "Reasserts the group's answer as final.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1029", "text": "This is our answer.", "turn_id": 295, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Summarizes the group's remainder reasoning and how 42 was obtained for an external listener.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_1005", "text": "Okay, so, you have a remainder five, and then you counted the five you had the remainder of and added the value, and that's how you got 42.", "turn_id": 296, "word_count": 28}, {"action": {"confidence": 0.99, "explanation": "\"Yeah\" confirms the summary.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah.", "turn_id": 297, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Restates the total in cents and dollars as a concise external-facing summary.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_1005", "text": "And so you have 9919 cents. But then when you convert it, it's $99.19.", "turn_id": 298, "word_count": 14}, {"action": {"confidence": 0.99, "explanation": "\"Yeah\" confirms the final conversion.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah.", "turn_id": 299, "word_count": 1}, {"action": {"confidence": 0.74, "explanation": "\"Excellent... let me take a picture\" mainly acknowledges successful completion.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1005", "text": "Excellent. Okay, let me take a picture of it.", "turn_id": 300, "word_count": 9}, {"action": {"confidence": 0.99, "explanation": "\"Let's go!\" is an affective celebratory reaction.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1029", "text": "Let's go!", "turn_id": 301, "word_count": 2}, {"action": {"confidence": 0.88, "explanation": "Comment about who did the work is social/affective commentary.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_033", "text": "I feel like you did all the work.", "turn_id": 302, "word_count": 8}, {"action": {"confidence": 0.84, "explanation": "Responds socially that the teacher gave most of the answer.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1029", "text": "No, the teacher gave us most of the answer.", "turn_id": 303, "word_count": 9}, {"action": {"confidence": 0.95, "explanation": "\"That's true\" briefly agrees.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "That's true.", "turn_id": 304, "word_count": 2}, {"action": {"confidence": 0.87, "explanation": "Explains their initial mistake and why a consistent pattern matters.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1005", "text": "But you understood where your initial, your initial mistake was, and then all the same pattern would be consistent. And you understood that, like.", "turn_id": 305, "word_count": 24}, {"action": {"confidence": 0.91, "explanation": "Explains their realization that the repeating core exceeded 10.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah, like, I figured out that the core was more than 10.", "turn_id": 306, "word_count": 12}, {"action": {"confidence": 0.92, "explanation": "Asks them to explain when they realized the pattern started repeating.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1005", "text": "So when you, how many patterns did it take before you realize, okay, that's when it starts to repeat.", "turn_id": 307, "word_count": 19}, {"action": {"confidence": 0.95, "explanation": "Student asks for clarification of the question.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "What, like, what do you mean?", "turn_id": 308, "word_count": 6}, {"action": {"confidence": 0.79, "explanation": "Explains to the listener that the teacher helped them figure it out.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_1029", "text": "Like, I guess, like, we, like, the teacher kind of helped us. Like, figure it out.", "turn_id": 309, "word_count": 16}, {"action": {"confidence": 0.96, "explanation": "Asks where the initial 12 came from.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1005", "text": "So, where did you get the initial 12 from?", "turn_id": 310, "word_count": 9}, {"action": {"confidence": 0.84, "explanation": "Begins an explanation to the listener using the 10-coin setup.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_1029", "text": "So, like, we figured out that, like, so, 10, 10 coins, right?", "turn_id": 311, "word_count": 12}, {"action": {"confidence": 0.97, "explanation": "\"Yeah\" indicates listening and receipt.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1005", "text": "Yeah.", "turn_id": 312, "word_count": 1}, {"action": {"confidence": 0.88, "explanation": "Explains that the process continues until it stops and then repeats again.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_1029", "text": "So the pattern continues until here, where it stops, and then it repeats again, and then, like this process happens again and again.", "turn_id": 313, "word_count": 23}, {"action": {"confidence": 0.92, "explanation": "Clarifies the claim as repeating after every 12 coins.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1005", "text": "So after every 12 coins?", "turn_id": 314, "word_count": 5}, {"action": {"confidence": 0.73, "explanation": "Explains/divulges why they divided, though imprecisely phrased as dividing by 1001.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah. So that's why we divided by 1001.", "turn_id": 315, "word_count": 8}, {"action": {"confidence": 0.8, "explanation": "Listener paraphrases and accepts: remainder five, that's your reasoning.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1005", "text": "And then with the remainder five, yeah, okay. That's your reasoning.", "turn_id": 316, "word_count": 11}, {"action": {"confidence": 0.84, "explanation": "Reflective/social comment on taking a long time and messing up the pattern.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_033", "text": "He took us a long time, but we did. No, we just messed up on the pattern.", "turn_id": 317, "word_count": 17}, {"action": {"confidence": 0.79, "explanation": "\"We think we got the answer\" presents their tentative completion to the teacher.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_031", "text": "We think we got the answer.", "turn_id": 318, "word_count": 6}, {"action": {"confidence": 0.77, "explanation": "Teacher says she'll come over, a brief response/receipt.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Okay, I'll be right over.", "turn_id": 319, "word_count": 5}, {"action": {"confidence": 0.86, "explanation": "Teacher asks whether they feel they understood it.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Yes! Do you feel like?", "turn_id": 320, "word_count": 5}, {"action": {"confidence": 0.81, "explanation": "\"We understood it, yeah\" briefly confirms.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "We understood it, yeah.", "turn_id": 321, "word_count": 4}, {"action": {"confidence": 0.89, "explanation": "Teacher highlights that finding the pattern was necessary.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "But you had to find that pattern, didn't you? You had to find that pattern.", "turn_id": 322, "word_count": 15}, {"action": {"confidence": 0.91, "explanation": "Comments affectively that the pattern was hard to find.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah, the pattern was so hard to find.", "turn_id": 323, "word_count": 8}, {"action": {"confidence": 0.93, "explanation": "Teacher explains why their original every-four idea was logical but ultimately insufficient.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Because you guys started off with, like, something very logical, every four. Alright, but then it was like, wait, we got to six.", "turn_id": 324, "word_count": 23}, {"action": {"confidence": 0.55, "explanation": "States a tentative relation: the pattern was three times more.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1029", "text": "The pattern was three times more", "turn_id": 325, "word_count": 6}, {"action": {"confidence": 0.94, "explanation": "Teacher explains how the structure changed at 6 and again at 12.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_001", "text": "This, when you got to six, things changed, right? Like, and, oh, so crazy. And then 12, it changed again.", "turn_id": 326, "word_count": 20}, {"action": {"confidence": 0.88, "explanation": "Student reflects that they must understand the problem deeply before solving.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_030", "text": "I feel like, for all these tasks, like, we have to, like, really understand the problem, and then we can solve it.", "turn_id": 327, "word_count": 22}, {"action": {"confidence": 0.88, "explanation": "Teacher reframes the broader learning message: wrong ideas can be productive in problem solving.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_001", "text": "It's hard, but sometimes, like, coming up with something that's wrong isn't a bad idea, because then you're like, okay, that didn't work. So let's try, think about it. When people were building buildings, when they first started, a lot of things fell off, like, fell over, whatever, and then they're like, well, that's not working. These bricks on top of bricks. I gotta put something in there. To like, hold them together. Like, you know what I mean?", "turn_id": 328, "word_count": 79}, {"action": {"confidence": 0.99, "explanation": "Simple agreement: \"Yeah.\"", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Yeah.", "turn_id": 329, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "\"Science!\" is playful affective commentary tied to an analogy.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_001", "text": "Let's put mud in there, whatever, and then we found cement. It's great. Science!", "turn_id": 330, "word_count": 14}, {"action": {"confidence": 0.87, "explanation": "Teacher joins the group interaction, framing a new explanation/presentation phase: \"What's going on? explain it to me.\"", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_009", "text": "I've not been over here. I'm so sorry, the teacher was over here. What's going on? Where are you? Oh my God, explain it to me.", "turn_id": 331, "word_count": 26}, {"action": {"confidence": 0.69, "explanation": "Student just says a name, likely self-identification, not mathematical content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_033", "text": "student_033.", "turn_id": 332, "word_count": 1}, {"action": {"confidence": 0.88, "explanation": "\"I'll explain the pattern\" takes the role of presenter.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1029", "text": "I'll explain the pattern.", "turn_id": 333, "word_count": 4}, {"action": {"confidence": 0.71, "explanation": "Teacher says a student's name to identify them.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_009", "text": "student_030?", "turn_id": 334, "word_count": 1}, {"action": {"confidence": 0.74, "explanation": "Student gives their name, serving identification rather than math work.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_030", "text": "student_030.", "turn_id": 335, "word_count": 1}, {"action": {"confidence": 0.74, "explanation": "Student gives their name for identification.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1029", "text": "student_1029.", "turn_id": 336, "word_count": 1}, {"action": {"confidence": 0.78, "explanation": "Teacher acknowledges the student's name.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "student_1029, okay.", "turn_id": 337, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "Begins a structured explanation of their process with 10 pennies for the teacher.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_1029", "text": "So, first here, we lined up, like, just like, 10 pennies here.", "turn_id": 338, "word_count": 12}, {"action": {"confidence": 0.92, "explanation": "Teacher briefly confirms understanding of the displayed work.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay. Then changed it, I see, yeah.", "turn_id": 339, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "Continues presenting how they extended the representation and found the 12-coin pattern.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_1029", "text": "But we didn't really find a pattern yet, so we just kept on adding pennies. So this one, like would say, is a penny, and this one was, would first be a nickel, then a dime, then a quarter. So then we figured out that this was a pattern. So from here it was 12 by 1001 coins.", "turn_id": 340, "word_count": 58}, {"action": {"confidence": 0.96, "explanation": "Teacher asks what the 12 refers to in their explanation.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "So there's here, 12?", "turn_id": 341, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Student clarifies that 12 is the core pattern length.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1029", "text": "12 is the core, yeah.", "turn_id": 342, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Adds an explanation of how the sequence repeats if started again.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_030", "text": "If you started again, then this would repeat. If you see P, N, D, Q.", "turn_id": 343, "word_count": 15}, {"action": {"confidence": 0.96, "explanation": "Teacher's \"Oh, I see. Uh huh\" shows receipt of the explanation.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, I see. Uh, huh. Uh, huh.", "turn_id": 344, "word_count": 7}, {"action": {"confidence": 0.92, "explanation": "Continues the public summary: they got 12 and divided.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_030", "text": "So we got 12, and then we, like, divided.", "turn_id": 345, "word_count": 9}, {"action": {"confidence": 0.91, "explanation": "Adds that they multiplied by the pattern's total value.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_1029", "text": "And then we multiplied that by how much.", "turn_id": 346, "word_count": 8}, {"action": {"confidence": 0.98, "explanation": "Teacher asks why they divided.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Why did you divide it?", "turn_id": 347, "word_count": 5}, {"action": {"confidence": 0.77, "explanation": "Begins explaining the purpose of division: to get a count of something.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_030", "text": "So that we could get, like a...", "turn_id": 348, "word_count": 7}, {"action": {"confidence": 0.89, "explanation": "Clarifies division gives how many times to multiply / number of pattern sets.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1029", "text": "Like, how many times we have to multiply like...", "turn_id": 349, "word_count": 9}, {"action": {"confidence": 0.93, "explanation": "Teacher checks that division found how many patterns are in 1001.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, I see how many, how many patterns are in there?", "turn_id": 350, "word_count": 11}, {"action": {"confidence": 0.71, "explanation": "Continues the group's explanation to the teacher.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_030", "text": "So then, uh, we had, um...", "turn_id": 351, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "States they multiplied by 119, the total value of one pattern.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_1029", "text": "So then we multiplied it with 119, which is the add up of all of this.", "turn_id": 352, "word_count": 16}, {"action": {"confidence": 0.98, "explanation": "Teacher says \"Okay\" to receive the explanation.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Okay.", "turn_id": 353, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Clarifies that 119 means how much the pattern is worth.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1029", "text": "Which is just how many like, how much the pattern is worth. And then...", "turn_id": 354, "word_count": 14}, {"action": {"confidence": 0.98, "explanation": "Teacher asks what they did with the remainder.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "What did you do with the remainder? Did you, what did you do with the remainder?", "turn_id": 355, "word_count": 16}, {"action": {"confidence": 0.82, "explanation": "\"Oh, yeah\" is a brief receipt/recognition of the question.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Oh, yeah.", "turn_id": 356, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "Teacher specifies the question about the remainder five.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "What did you do with the remainder five?", "turn_id": 357, "word_count": 8}, {"action": {"confidence": 0.7, "explanation": "Student starts asking/considering how they figured that out.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1029", "text": "Like, how did we figure out.", "turn_id": 358, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Teacher repeats the prompt: what did you do then?", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Then, what did you do?", "turn_id": 359, "word_count": 5}, {"action": {"confidence": 0.65, "explanation": "\"Hm...\" is a hesitation showing receipt while thinking.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_033", "text": "Hm...", "turn_id": 360, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher rules out an incorrect interpretation: they didn't just add five cents.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_009", "text": "What happened with that, do you know? Just add five cents? You didn't just add five cents.", "turn_id": 361, "word_count": 17}, {"action": {"confidence": 0.95, "explanation": "Explains they repeated the pattern process because it starts again for the remainder.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1029", "text": "No, we repeated this process again. We did the pattern again because it starts again.", "turn_id": 362, "word_count": 15}, {"action": {"confidence": 0.96, "explanation": "Teacher asks how far they knew to continue the repeated pattern.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Oh, it starts again. How many does it? How many does it go? How did you know how far to go?", "turn_id": 363, "word_count": 21}, {"action": {"confidence": 0.95, "explanation": "Student explains they knew from the remainder.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1029", "text": "Because of the remainder.", "turn_id": 364, "word_count": 4}, {"action": {"confidence": 0.96, "explanation": "Teacher acknowledges the explanation enthusiastically.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_009", "text": "Because of the remainder. Oh, I see. Awesome, fantastic.", "turn_id": 365, "word_count": 9}], "word_count": 3229}
{"day": 2, "grade_band": "7-8", "session_id": "conv_036", "speaker_count": 10, "speakers": [{"role": "student", "speaker_id": "student_020"}, {"role": "student", "speaker_id": "student_021"}, {"role": "student", "speaker_id": "student_027"}, {"role": "student", "speaker_id": "student_1024"}, {"role": "student", "speaker_id": "student_1027"}, {"role": "teacher", "speaker_id": "teacher_002"}, {"role": "teacher", "speaker_id": "teacher_003"}, {"role": "unknown", "speaker_id": "unknown_007"}, {"role": "unknown", "speaker_id": "unknown_008"}, {"role": "unknown", "speaker_id": "unknown_026"}], "task_id": "one_thousand_one_pennies", "task_name": "1001 Pennies", "turn_count": 75, "turns": [{"action": {"confidence": 0.77, "explanation": "Student states a rationale for a prior step: dividing by 6 is how they handled nickels.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_020", "text": "So if you divide it by 6, that’s what we did for the nickels.", "turn_id": 1, "word_count": 14}, {"action": {"confidence": 0.88, "explanation": "Shifts the plan to another coin type: 'We need to do the quarters.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_021", "text": "We need to do the quarters.", "turn_id": 2, "word_count": 6}, {"action": {"confidence": 0.76, "explanation": "Rejects the quarter plan and changes the approach to pennies instead.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_020", "text": "No, I think you do the pennies every time.", "turn_id": 3, "word_count": 9}, {"action": {"confidence": 0.73, "explanation": "Brief uptake/repetition of 'Pennies...' without adding substantive content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_021", "text": "Pennies...", "turn_id": 4, "word_count": 1}, {"action": {"confidence": 0.76, "explanation": "Gives a reason for the pennies/divide-by-6 idea by linking it to what they did for nickels.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_020", "text": "Pennies are divided by 6 because we did that for nickels.", "turn_id": 5, "word_count": 11}, {"action": {"confidence": 0.89, "explanation": "Explicitly says 'No' and identifies why the previous claim is wrong, referring to crossed-out dimes/nickels.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_021", "text": "No, it’s because we did three for dimes, six for nickels—that we crossed out. Remember?", "turn_id": 6, "word_count": 15}, {"action": {"confidence": 0.71, "explanation": "Defends their view by citing the remembered value 82 for nickels.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_020", "text": "No, because I remember—no, because 82 is the number we got for nickels.", "turn_id": 7, "word_count": 13}, {"action": {"confidence": 0.83, "explanation": "Explains the nickels count and references crossed-out dimes while counting through the pattern.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_021", "text": "Yeah, ’cause we divided by 6. That’s how many nickels we were doing. And the dimes were what they crossed out. So, one, two, three...", "turn_id": 8, "word_count": 25}, {"action": {"confidence": 0.95, "explanation": "Asks how pennies fit into the current reasoning: 'What about the pennies?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_020", "text": "What about the pennies?", "turn_id": 9, "word_count": 4}, {"action": {"confidence": 0.72, "explanation": "Assigns meaning to the penny positions in the representation, noting which pennies were crossed out.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1024", "text": "The pennies are one, two... well, we crossed out all the pennies.", "turn_id": 10, "word_count": 12}, {"action": {"confidence": 0.78, "explanation": "Clarifies the subset under consideration: only the pennies that were crossed out.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_021", "text": "So we only did the pennies that were crossed out.", "turn_id": 11, "word_count": 10}, {"action": {"confidence": 0.83, "explanation": "Briefly confirms the previous point: 'Just the ones crossed out.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_020", "text": "Just the ones crossed out.", "turn_id": 12, "word_count": 5}, {"action": {"confidence": 0.88, "explanation": "Counts the crossed-out pennies and tentatively arrives at 'three pennies.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_021", "text": "Okay, we’re figuring out the pennies that got crossed out—that’s everything. One... wait, no—this one... two... no, no—all the pennies? Okay, so one, two, three. So three pennies?", "turn_id": 13, "word_count": 28}, {"action": {"confidence": 0.86, "explanation": "Corrects the 'all the pennies' count and points to the mistake: only pennies switched with dimes should be counted.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_020", "text": "No, it’s just the pennies for dimes—not all the pennies. Just the ones that were switched with dimes. So yeah, just one and two. Wait, no—one, no... one, two, two, three, zero—wait, no, we brought in all of these.s4", "turn_id": 14, "word_count": 39}, {"action": {"confidence": 0.96, "explanation": "Teacher frames the classroom situation about guest students entering, not the math itself.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_002", "text": "We’ve brought in guest spies from the other room.", "turn_id": 15, "word_count": 9}, {"action": {"confidence": 0.97, "explanation": "Teacher explains the role of the visiting students and what kind of help they can give.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_002", "text": "It’s true—the entire sixth-grade room solved this yesterday, and they’re now wandering around. They can’t give you the answer, but they can give you advice.", "turn_id": 16, "word_count": 25}, {"action": {"confidence": 0.89, "explanation": "Student expresses uncertainty and asks how they obtained a previous number.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_020", "text": "I’m just trying to think—how did we get that number?", "turn_id": 17, "word_count": 10}, {"action": {"confidence": 0.48, "explanation": "Offers an equivalence/pattern relation among coin positions, though loosely stated.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_027", "text": "One penny = dime = nickel.", "turn_id": 18, "word_count": 6}, {"action": {"confidence": 0.99, "explanation": "Simple 'Yeah' indicating agreement/uptake.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "Yeah.", "turn_id": 19, "word_count": 1}, {"action": {"confidence": 0.68, "explanation": "Lists a sequence of coin types to lay out the pattern representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_021", "text": "Penny, nickel, dime, nickel...", "turn_id": 20, "word_count": 4}, {"action": {"confidence": 0.91, "explanation": "Proposes the organizing structure: every second is a nickel, every third a dime, repeating 1-2-3.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_027", "text": "Wait, wait. Every two is a nickel. Every three... Okay look, stop. Penny, then every second is a nickel. Then every third one is a dime. So it goes 1-2-3, 1-2-3 exactly. That’s why...", "turn_id": 21, "word_count": 34}, {"action": {"confidence": 0.76, "explanation": "Excited exclamation 'I got it!' expresses affect more than mathematical content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_020", "text": "I got it! I got it!", "turn_id": 22, "word_count": 6}, {"action": {"confidence": 0.58, "explanation": "Transition marker 'Okay, so basically...' signals readiness to explain next.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_020", "text": "Okay, so basically...", "turn_id": 23, "word_count": 3}, {"action": {"confidence": 0.85, "explanation": "States a structural claim: 'It's multiples of two.'", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_020", "text": "It’s multiples of two.", "turn_id": 24, "word_count": 4}, {"action": {"confidence": 0.73, "explanation": "Pushes back on the current idea by saying more pennies are needed.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_027", "text": "I think you need more pennies.", "turn_id": 25, "word_count": 6}, {"action": {"confidence": 0.87, "explanation": "Directly says the peer's explanation is not making sense.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_021", "text": "You’re not making sense now.", "turn_id": 26, "word_count": 5}, {"action": {"confidence": 0.78, "explanation": "Personal retort about competence/helpfulness rather than advancing the math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Yes, I am. You don’t know what to do.", "turn_id": 27, "word_count": 9}, {"action": {"confidence": 0.62, "explanation": "Offers a tentative numerical expression for quarters: 'four... plus four?'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_020", "text": "Quarter is four... plus four?", "turn_id": 28, "word_count": 5}, {"action": {"confidence": 0.8, "explanation": "Rejects the nickel component in the current proposal: 'No more nickels.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_021", "text": "No more nickels.", "turn_id": 29, "word_count": 3}, {"action": {"confidence": 0.57, "explanation": "Suggests a tentative count involving nickels out of twenty.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1024", "text": "Now three nickels out of twenty?", "turn_id": 30, "word_count": 6}, {"action": {"confidence": 0.86, "explanation": "Suggests physically acting out the pattern as a method: 'Act it out.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_027", "text": "Act it out. Penny, nickel, dime—boom.", "turn_id": 31, "word_count": 6}, {"action": {"confidence": 0.72, "explanation": "Expresses frustration/confusion about their own work rather than adding reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_020", "text": "I don’t know what I’m doing.", "turn_id": 32, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "Social/personal directive to another student, not mathematical collaboration.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_021", "text": "Get off my head, student_027.", "turn_id": 33, "word_count": 5}, {"action": {"confidence": 0.72, "explanation": "Suggests a division-based method starting from 1001 and pennies.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_021", "text": "1001 divided by one penny...", "turn_id": 34, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Asks how dimes fit into the proposed method.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_026", "text": "And then dimes?", "turn_id": 35, "word_count": 3}, {"action": {"confidence": 0.84, "explanation": "Begins counting dimes: 'One dime, two dimes...'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_021", "text": "One dime, two dimes...", "turn_id": 36, "word_count": 4}, {"action": {"confidence": 0.88, "explanation": "Teacher explains why switching dimes leaves many odd-numbered pennies unaffected.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Think about those pennies after we switch out the dimes. It doesn’t affect the odd numbers as much. That’s why there are a lot more pennies.", "turn_id": 37, "word_count": 26}, {"action": {"confidence": 0.79, "explanation": "Counts quarters aloud up to five.", "name": "carrying_out_a_computation_step"}, "role": "unknown", "speaker_id": "unknown_007", "text": "And then quarters—one, two, three, four, five quarters...", "turn_id": 38, "word_count": 8}, {"action": {"confidence": 0.9, "explanation": "Teacher explains the structural relation between dimes and quarters and asks for quarter count via every fourth number.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_003", "text": "At the end, we’re going to have the same number of dimes and quarters. They’ll be equal. So how many quarters would be in 1001? Every fourth number is a quarter.", "turn_id": 39, "word_count": 31}, {"action": {"confidence": 0.4, "explanation": "Tentatively suggests a possible method, though incomplete: 'So we can’t do like...'", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_007", "text": "So we can’t do like 770 upper portions...", "turn_id": 40, "word_count": 8}, {"action": {"confidence": 0.8, "explanation": "Evaluates the prior idea as insufficient: 'That's not going to get you there.'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1024", "text": "That’s not going to get you there.", "turn_id": 41, "word_count": 7}, {"action": {"confidence": 0.94, "explanation": "Suggests the next method explicitly: divide 1001 by 4.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_021", "text": "Divide 1001 by 4.", "turn_id": 42, "word_count": 4}, {"action": {"confidence": 0.63, "explanation": "Brief status update that they think they have the solution there.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "I think we have it here.", "turn_id": 43, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "Complains/questions amount of teacher help another group received; social rather than mathematical.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_020", "text": "Tell me, how much teacher help did they get?", "turn_id": 44, "word_count": 9}, {"action": {"confidence": 0.97, "explanation": "Continues frustration about teachers walking away; affective commentary.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_020", "text": "And they just walk away. It’s frustrating when teachers say, “Come up,” then say it’s wrong, and walk away.", "turn_id": 45, "word_count": 19}, {"action": {"confidence": 0.74, "explanation": "Directs the group to move on to the next step/topic.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_020", "text": "Okay, moving on.", "turn_id": 46, "word_count": 3}, {"action": {"confidence": 0.76, "explanation": "Questions why their proportions are not working, evaluating mismatch with constraints.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_020", "text": "Why aren’t my proportions working?", "turn_id": 47, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Teacher diagnoses the issue directly: 'Your parts weren’t right.'", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Your parts weren’t right.", "turn_id": 48, "word_count": 4}, {"action": {"confidence": 0.88, "explanation": "Offers an alternative method: start by writing '1001 pennies.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_027", "text": "You could do it the other way—just write “1001 pennies.”", "turn_id": 49, "word_count": 10}, {"action": {"confidence": 0.92, "explanation": "Teacher recommends a different approach: focus on pennies in a section and quantity rather than chunks.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Instead of chunks, think about how many pennies you see in a section and look at the quantity.", "turn_id": 50, "word_count": 18}, {"action": {"confidence": 0.74, "explanation": "Excited exclamation 'I think I got it' mainly marks affect/readiness.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_020", "text": "Wait—I think I got it.", "turn_id": 51, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Offers a tentative numerical answer for the number of pennies: '730?'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_020", "text": "How many are pennies? 730?", "turn_id": 52, "word_count": 5}, {"action": {"confidence": 0.72, "explanation": "Teacher refers back to how they previously focused on holdings/pennies to get $500.", "name": "reusing_a_previous_case_or_pattern"}, "role": "teacher", "speaker_id": "teacher_003", "text": "You guys started to focus in on the holdings—how many pennies. That’s how we got the $500.", "turn_id": 53, "word_count": 17}, {"action": {"confidence": 0.95, "explanation": "Asks whether subtraction was used in the method.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1024", "text": "Did you subtract?", "turn_id": 54, "word_count": 3}, {"action": {"confidence": 0.58, "explanation": "Teacher asks if they are finished with 'that number,' probing the status/meaning of the current quantity.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Are you done with that number?", "turn_id": 55, "word_count": 6}, {"action": {"confidence": 0.94, "explanation": "Slangy affective response 'We’re sweet' rather than substantive math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "We’re sweet.", "turn_id": 56, "word_count": 2}, {"action": {"confidence": 0.93, "explanation": "Corrects a misidentification: 'Those are actually nickels.'", "name": "challenging_or_diagnosing_an_error"}, "role": "unknown", "speaker_id": "unknown_026", "text": "Those are actually nickels.", "turn_id": 57, "word_count": 4}, {"action": {"confidence": 0.8, "explanation": "Counts seven pennies and then asks for the corresponding nickels, advancing the counting work.", "name": "carrying_out_a_computation_step"}, "role": "unknown", "speaker_id": "unknown_007", "text": "One penny, two, four, five, six, seven... seven pennies. So again, how many nickels?", "turn_id": 58, "word_count": 14}, {"action": {"confidence": 0.95, "explanation": "Teacher justifies why there are 250 quarters by linking 1001 as a penny endpoint and 4 going into 1000 about 250 times.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_003", "text": "If 1001 is the last one, it’s a penny. Four goes into 1000 about 250 times. So we know we have 250 quarters.", "turn_id": 59, "word_count": 23}, {"action": {"confidence": 0.8, "explanation": "Suggests breaking the problem apart: 'Why don’t we break that over...'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_021", "text": "Why don’t we break that over...", "turn_id": 60, "word_count": 6}, {"action": {"confidence": 0.74, "explanation": "Teacher directs them to add the numbers together and notes which odd numbers do not switch.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_003", "text": "16–18:36 Add all those numbers together—some numbers switch, but 3 is odd, 9 is odd—those are the ones that aren’t...", "turn_id": 61, "word_count": 20}, {"action": {"confidence": 0.69, "explanation": "Student tests the odd-number pattern against examples like 3 and 9.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_020", "text": "Are all odd numbers except... like 3, 9...", "turn_id": 62, "word_count": 8}, {"action": {"confidence": 0.96, "explanation": "Non-mathematical comment 'good luck.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "I think—good luck.", "turn_id": 63, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "States the pattern for nickels: positions 2, 4, 6, 8, ...", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_020", "text": "Wait, I got it! Nickels are at 2, 4, 6, 8...", "turn_id": 64, "word_count": 11}, {"action": {"confidence": 0.91, "explanation": "Suggests computing by subtracting the multiples of 2 from 1001.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_020", "text": "So 1001 minus the ones that are multiples of 2.", "turn_id": 65, "word_count": 10}, {"action": {"confidence": 0.88, "explanation": "Points out that the proposed subtraction only accounts for inserting nickels.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1024", "text": "That’s just putting in nickels.", "turn_id": 66, "word_count": 5}, {"action": {"confidence": 0.84, "explanation": "Adjusts the method in response: count nickels, then subtract quarters.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_020", "text": "Yeah, you’d get nickels—but then you have to subtract the quarters.", "turn_id": 67, "word_count": 11}, {"action": {"confidence": 0.92, "explanation": "Questions the need to add nickels again and cites the already-known 500 nickels.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1024", "text": "Why would you put nickels again? We already have 500 nickels.", "turn_id": 68, "word_count": 11}, {"action": {"confidence": 0.87, "explanation": "References using the same method as before: 'Like we did before...'", "name": "reusing_a_previous_case_or_pattern"}, "role": "unknown", "speaker_id": "unknown_008", "text": "Like we did before...", "turn_id": 69, "word_count": 4}, {"action": {"confidence": 0.78, "explanation": "Asks 'Are you sure?' to test confidence/fit of the current claim.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_020", "text": "Are you sure?", "turn_id": 70, "word_count": 3}, {"action": {"confidence": 0.61, "explanation": "Suggests dividing by four based on a small-case comparison ('eight... twelve').", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_020", "text": "We just wanted eight. So this one is twelve—I think it’s dividing by four.", "turn_id": 71, "word_count": 14}, {"action": {"confidence": 0.88, "explanation": "Lays out the method: count evens by dividing by two, then subtract quarters, with 250 quarters known.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1027", "text": "18–22:23 So two, four, six, eight. Divide by two. Then subtract the quarters—we know there are 250 for sure.", "turn_id": 72, "word_count": 19}, {"action": {"confidence": 0.51, "explanation": "Offers a short tentative numeric answer: 'Two.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_020", "text": "Two.", "turn_id": 73, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Complaint about another person's helpfulness, not mathematical content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "She’s not helping.", "turn_id": 74, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Return complaint about not helping; social conflict rather than math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_021", "text": "You’re the one not helping...", "turn_id": 75, "word_count": 5}], "word_count": 728}
{"day": 2, "grade_band": "7-8", "session_id": "conv_037", "speaker_count": 33, "speakers": [{"role": "unknown", "speaker_id": "unknown_001"}, {"role": "unknown", "speaker_id": "unknown_002"}, {"role": "unknown", "speaker_id": "unknown_003"}, {"role": "unknown", "speaker_id": "unknown_004"}, {"role": "unknown", "speaker_id": "unknown_005"}, {"role": "unknown", "speaker_id": "unknown_009"}, {"role": "unknown", "speaker_id": "unknown_010"}, {"role": "unknown", "speaker_id": "unknown_013"}, {"role": "unknown", "speaker_id": "unknown_014"}, {"role": "unknown", "speaker_id": "unknown_017"}, {"role": "unknown", "speaker_id": "unknown_018"}, {"role": "unknown", "speaker_id": "unknown_019"}, {"role": "unknown", "speaker_id": "unknown_020"}, {"role": "unknown", "speaker_id": "unknown_022"}, {"role": "unknown", "speaker_id": "unknown_024"}, {"role": "unknown", "speaker_id": "unknown_028"}, {"role": "unknown", "speaker_id": "unknown_029"}, {"role": "unknown", "speaker_id": "unknown_030"}, {"role": "unknown", "speaker_id": "unknown_031"}, {"role": "unknown", "speaker_id": "unknown_034"}, {"role": "unknown", "speaker_id": "unknown_035"}, {"role": "unknown", "speaker_id": "unknown_036"}, {"role": "unknown", "speaker_id": "unknown_037"}, {"role": "unknown", "speaker_id": "unknown_039"}, {"role": "unknown", "speaker_id": "unknown_040"}, {"role": "unknown", "speaker_id": "unknown_041"}, {"role": "unknown", "speaker_id": "unknown_042"}, {"role": "unknown", "speaker_id": "unknown_043"}, {"role": "unknown", "speaker_id": "unknown_044"}, {"role": "unknown", "speaker_id": "unknown_046"}, {"role": "unknown", "speaker_id": "unknown_048"}, {"role": "unknown", "speaker_id": "unknown_049"}, {"role": "unknown", "speaker_id": "unknown_050"}], "task_id": "one_thousand_one_pennies", "task_name": "1001 Pennies", "turn_count": 75, "turns": [{"action": {"confidence": 0.74, "explanation": "Suggests a method: 'divide by 32' as the next way to proceed.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_004", "text": "20 student_001: Yeah, divide by 32.", "turn_id": 1, "word_count": 6}, {"action": {"confidence": 0.76, "explanation": "Asks 'how many sets of—?' to clarify the scaling idea from the prior turn.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_004", "text": "33 student_001: Yeah, how many sets of—?", "turn_id": 2, "word_count": 7}, {"action": {"confidence": 0.88, "explanation": "Lays out a plan: use 1000 first, then add one at the end.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_004", "text": "53 student_001: Use 1000 and then at the end, just add one to make it 10. Money, it’s—", "turn_id": 3, "word_count": 18}, {"action": {"confidence": 0.74, "explanation": "Suggests a structural interpretation that pennies disappear after a change in the pattern.", "name": "proposing_a_pattern_or_structural_model"}, "role": "unknown", "speaker_id": "unknown_031", "text": "17 student_001: You should do the same thing—like, we’re all pennies—and then you change it. Because I don’t know if there’s still pennies here. There weren’t any pennies left.", "turn_id": 4, "word_count": 29}, {"action": {"confidence": 0.73, "explanation": "Recommends converting everything to pennies and handling each coin type in a certain way.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_031", "text": "34 student_001: You should do like every nickel, and then you should do the dinosaur and just put everything as pennies. And then, yeah, like one end.", "turn_id": 5, "word_count": 27}, {"action": {"confidence": 0.66, "explanation": "Points out a key structural feature: 'every second coin' on the line.", "name": "identifying_relevant_elements_and_constraints"}, "role": "unknown", "speaker_id": "unknown_041", "text": "01 student_007: Of the line—every second coin.", "turn_id": 6, "word_count": 7}, {"action": {"confidence": 0.87, "explanation": "Suggests starting with the nickels as the next solving step.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_041", "text": "14 student_001: So like just start doing the nickels and then—", "turn_id": 7, "word_count": 11}, {"action": {"confidence": 0.72, "explanation": "Questions whether the observed pattern will continue and evaluates it against the replacement rule.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_041", "text": "25 student_001: Yeah. Well, the first one—I don’t know if it’s gonna continue like that, because here it was weird. Maybe I should just start the nickels, because they didn’t do it all at the same time. It says they replaced it, then did the next one.", "turn_id": 8, "word_count": 47}, {"action": {"confidence": 0.8, "explanation": "Describes what they need to count among the 1000 points to solve it.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_041", "text": "58 student_001: You just have to absolutely count what is the second point—the second point out of all the 1000 points—and then the third.", "turn_id": 9, "word_count": 24}, {"action": {"confidence": 0.92, "explanation": "Directs an action on the shared work: 'cross out the fourth.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_042", "text": "34 student_001: Yeah, you cross out the fourth. You can be a spy.", "turn_id": 10, "word_count": 13}, {"action": {"confidence": 0.67, "explanation": "Counts 'One, two' while working through the representation.", "name": "carrying_out_a_computation_step"}, "role": "unknown", "speaker_id": "unknown_018", "text": "20 student_001: One, two. Yeah, so there’s like no—", "turn_id": 11, "word_count": 9}, {"action": {"confidence": 0.77, "explanation": "Interprets the current representation as having no pennies left.", "name": "mapping_representation_to_values"}, "role": "unknown", "speaker_id": "unknown_018", "text": "38 student_001: Pennies here. Like, so now there’s like no pens—", "turn_id": 12, "word_count": 11}, {"action": {"confidence": 0.52, "explanation": "States that it is 'becoming more points,' indicating a developing structural pattern.", "name": "proposing_a_pattern_or_structural_model"}, "role": "unknown", "speaker_id": "unknown_018", "text": "53 student_001: Be becoming more points.", "turn_id": 13, "word_count": 6}, {"action": {"confidence": 0.46, "explanation": "Offers a tentative completion: 'that'll be the only—'.", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_003", "text": "14 student_007: Like that'll be the only—", "turn_id": 14, "word_count": 7}, {"action": {"confidence": 0.67, "explanation": "Continues the structural claim that there will be only one penny at the end.", "name": "proposing_a_pattern_or_structural_model"}, "role": "unknown", "speaker_id": "unknown_003", "text": "15 student_001: Penny. Yeah, and then at the end, we’re struggling. So if we’re—", "turn_id": 15, "word_count": 14}, {"action": {"confidence": 0.9, "explanation": "Suggests using a proportion from 10 coins to calculate the total money.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_003", "text": "24 student_001: A proportion, like okay, we have 10 here. How do we calculate how much money this is?", "turn_id": 16, "word_count": 19}, {"action": {"confidence": 0.84, "explanation": "Justifies the proportion idea by connecting money for 10 coins to money per 1 coin.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_003", "text": "34 student_007: So if it’s like this much money for 10 coins, what’s the money per one coin?", "turn_id": 17, "word_count": 18}, {"action": {"confidence": 0.48, "explanation": "States a possible numerical result: '65.'", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_002", "text": "01 student_001: The time is 65.", "turn_id": 18, "word_count": 6}, {"action": {"confidence": 0.82, "explanation": "Questions whether their data and approach are valid and whether the full pattern must be generated.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_002", "text": "37 student_001: 95. But I feel like my data’s weird. I just don’t know where else to go. Should we get this wrong? Because I feel like you’d kind of have to do the whole pattern—all 1000 points—to actually make it.", "turn_id": 19, "word_count": 41}, {"action": {"confidence": 0.45, "explanation": "Brief uptake 'So all—' with little standalone content.", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_009", "text": "30 student_007: So all—", "turn_id": 20, "word_count": 4}, {"action": {"confidence": 0.91, "explanation": "Puts forward a tentative value: 'This is 106.'", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_009", "text": "38 student_007: This is 106.", "turn_id": 21, "word_count": 5}, {"action": {"confidence": 0.7, "explanation": "Short uptake of the prior idea: 'Okay, so...' without major new math content.", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_009", "text": "48 student_001: Okay, so it would be hard to translate it.", "turn_id": 22, "word_count": 11}, {"action": {"confidence": 0.96, "explanation": "Explicitly says 'I'm confused' and asks how to find all other coins without drawing them.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_009", "text": "59 student_001: The thing is, I’m confused. Like how would you figure out all of the other coins without having to draw it?", "turn_id": 23, "word_count": 23}, {"action": {"confidence": 0.8, "explanation": "Explains the proportion approach using 106 for 10 coins as the basis.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_048", "text": "06 student_007: Alone? It’s a proportion. So like if 106 is for 10 coins, if you get 20 for 10 points, are you gonna get—I see.", "turn_id": 24, "word_count": 26}, {"action": {"confidence": 0.94, "explanation": "Asks what 'point six cents' means relative to the amount in cents.", "name": "checking_what_a_number_or_step_represents"}, "role": "unknown", "speaker_id": "unknown_044", "text": "10 student_001: So that’s the amount of cents. How is your point six cents though?", "turn_id": 25, "word_count": 15}, {"action": {"confidence": 0.8, "explanation": "Shifts the representation/units to dollars because it would be easier.", "name": "revising_the_method_or_answer"}, "role": "unknown", "speaker_id": "unknown_044", "text": "26 student_001: It'll be dollars and it would be easier to do. Okay?", "turn_id": 26, "word_count": 13}, {"action": {"confidence": 0.83, "explanation": "Offers a numerical answer after rounding discussion: '$106.11.'", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_037", "text": "33 student_001: So it'd be 1.06.1—just be like, would you round that? I guess, because like you can’t really help—oh, wait, you could just round it. Like, wait, yeah. So $106.11.", "turn_id": 27, "word_count": 31}, {"action": {"confidence": 0.91, "explanation": "Asks 'Why 1000?' questioning the basis of the prior method.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_039", "text": "02 student_001: Why 1000? Like also, she's so much more complicated.", "turn_id": 28, "word_count": 11}, {"action": {"confidence": 0.9, "explanation": "Explains their method: they found $1.06 for 10 and want to scale with a proportion.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_039", "text": "20 student_001: We did the pattern on 10, and we got the money for 10. So it’s $1.06 for 10. So the proportion—how much money would it be?", "turn_id": 29, "word_count": 28}, {"action": {"confidence": 0.89, "explanation": "States the approach may not work because there wouldn't be another penny, identifying the flaw.", "name": "challenging_or_diagnosing_an_error"}, "role": "unknown", "speaker_id": "unknown_039", "text": "46 student_001: Wait, I don’t think it would work because there wouldn’t be another penny. It would just be the others. Because when you do it, there’s no pennies left.", "turn_id": 30, "word_count": 30}, {"action": {"confidence": 0.9, "explanation": "Tells a side story about getting another answer quickly; not advancing current math work.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_005", "text": "48 student_001: I got the answer correct in like five seconds, and she was like, “It was like 12 times five.” I was like, “60.” She was like, “Are you sure?” And I’m like, “Yes.”", "turn_id": 31, "word_count": 35}, {"action": {"confidence": 0.55, "explanation": "Likely points to or shows a configuration: 'It's like this.'", "name": "constructing_or_refining_a_representation"}, "role": "unknown", "speaker_id": "unknown_043", "text": "43 student_001: It’s like this.", "turn_id": 32, "word_count": 5}, {"action": {"confidence": 0.61, "explanation": "Says 'Pattern wasn't—', indicating the prior pattern claim is wrong/incomplete.", "name": "challenging_or_diagnosing_an_error"}, "role": "unknown", "speaker_id": "unknown_043", "text": "50 student_007: Pattern wasn’t—", "turn_id": 33, "word_count": 4}, {"action": {"confidence": 0.92, "explanation": "Describes the coin sequence and argues the penny appears only once because the pattern starts at the second.", "name": "proposing_a_pattern_or_structural_model"}, "role": "unknown", "speaker_id": "unknown_043", "text": "53 student_001: Well no, because notice: here’s a penny, nickels, dimes, quarters. It’s—I feel like this is going to be the only penny, because yes, it starts at the second. Yeah, the same.", "turn_id": 34, "word_count": 33}, {"action": {"confidence": 0.99, "explanation": "Comments on being recorded rather than on the math.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_028", "text": "26 student_001: The worst part is that we’re being recorded, so people are going to—", "turn_id": 35, "word_count": 15}, {"action": {"confidence": 0.98, "explanation": "Continues the recording-related social remark.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_028", "text": "36 student_001: —be like, “This again.”", "turn_id": 36, "word_count": 6}, {"action": {"confidence": 0.92, "explanation": "Suggests redoing it with 105, removing the penny and adding it at the end.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_028", "text": "44 student_001: I’m almost 100% sure this is gonna be the only penny—the second same. Like, I don’t think there’s any more pennies. So maybe we could try and do this again, but with 105 and just remove the penny and add it at the end. You know what I mean?", "turn_id": 37, "word_count": 51}, {"action": {"confidence": 0.84, "explanation": "Diagnoses the source of trouble: 'Maybe the penny is making everything uneven.'", "name": "challenging_or_diagnosing_an_error"}, "role": "unknown", "speaker_id": "unknown_022", "text": "16 student_001: Maybe the penny is making everything uneven. Yeah, I think so.", "turn_id": 38, "word_count": 13}, {"action": {"confidence": 0.68, "explanation": "Explains why something stays the same, referring to skipping rather than fourths.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_017", "text": "13 student_001: It’s okay? No, this stays like that because it’s not a fourth—it’s like you jump over.", "turn_id": 39, "word_count": 18}, {"action": {"confidence": 0.94, "explanation": "Proposes a revised repeating pattern: dime, nickel, dime, quarter, with penny only once.", "name": "proposing_a_pattern_or_structural_model"}, "role": "unknown", "speaker_id": "unknown_017", "text": "38 student_001: So then here is this—I think it’s a dime. So the pattern is more like: dime, nickel, dime, quarter. Because this is the penny—it’s never going to show up again.", "turn_id": 40, "word_count": 32}, {"action": {"confidence": 0.93, "explanation": "Performs the operation '1000 divided by four' to advance the solution.", "name": "carrying_out_a_computation_step"}, "role": "unknown", "speaker_id": "unknown_001", "text": "09 student_001: Goes into 1000, right? Like 1000 divided by four. Because then that would just mean it would be a dime.", "turn_id": 41, "word_count": 22}, {"action": {"confidence": 0.89, "explanation": "Suggests treating it as 1000, then adding an extra coin afterward.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_001", "text": "39 student_001: So we take away from the 1001k. Yeah. So maybe we should just do 1000 and then we add the—I think it would be a dime at the end. Like, I think it would be a penny put in a dime that we would just add after.", "turn_id": 42, "word_count": 49}, {"action": {"confidence": 0.81, "explanation": "Explains what the 1001 represents and why they should exclude one from the count.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_020", "text": "52 student_001: That’s what the 1001 is. So then we just don’t count the one. We keep this penny and take away the—", "turn_id": 43, "word_count": 23}, {"action": {"confidence": 0.87, "explanation": "Brief agreement with the plan: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_029", "text": "05 student_001: Yeah. So we should add those after we do the proportion.", "turn_id": 44, "word_count": 13}, {"action": {"confidence": 0.84, "explanation": "Questions whether the pattern would keep running under that plan.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_029", "text": "12 student_001: After, we can add—yeah. And then after—no. But because if you do, wouldn’t it keep running? I don’t know.", "turn_id": 45, "word_count": 21}, {"action": {"confidence": 0.73, "explanation": "Clarifies the reasoning that they would treat the case as 1000.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_029", "text": "27 student_001: We kept it—oh, because we would do this as 1000.", "turn_id": 46, "word_count": 12}, {"action": {"confidence": 0.79, "explanation": "Tentative acceptance: 'Yeah, maybe that'll work.'", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_029", "text": "32 student_001: Yeah, maybe that’ll work. I don’t—", "turn_id": 47, "word_count": 8}, {"action": {"confidence": 0.77, "explanation": "Expresses uncertainty about how to carry out the plan.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_029", "text": "40 student_001: I just don’t know how.", "turn_id": 48, "word_count": 7}, {"action": {"confidence": 0.49, "explanation": "Fragmentary filler 'And the other last—so...' without substantive math progress.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_030", "text": "01 student_001: And the other last—so...", "turn_id": 49, "word_count": 6}, {"action": {"confidence": 0.99, "explanation": "A wish about the materials being magnetic; not mathematical.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_030", "text": "18 student_007: I wish this was magnetic.", "turn_id": 50, "word_count": 7}, {"action": {"confidence": 0.39, "explanation": "Fragment 'This is—' appears tied to pointing out or adjusting the shared representation.", "name": "constructing_or_refining_a_representation"}, "role": "unknown", "speaker_id": "unknown_030", "text": "36 student_001: This is—", "turn_id": 51, "word_count": 4}, {"action": {"confidence": 0.58, "explanation": "Explains that they can still do this because 'that's what happened.'", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_030", "text": "49 student_001: Still do this, but just—this is the awesome stuff, because that’s what happened.", "turn_id": 52, "word_count": 15}, {"action": {"confidence": 0.77, "explanation": "States they are doing the same thing and then adding, explaining continuity of method.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_036", "text": "03 student_001: So we’re just doing the same thing. And then we just added—", "turn_id": 53, "word_count": 14}, {"action": {"confidence": 0.71, "explanation": "Interprets why 12 was added and then notices 'this is 11,' focusing on what the numbers mean.", "name": "checking_what_a_number_or_step_represents"}, "role": "unknown", "speaker_id": "unknown_036", "text": "11 student_001: Yeah, I added 12 because I was saying another quarter would be here. Oh okay, so—but this is 11. Okay, so—", "turn_id": 54, "word_count": 23}, {"action": {"confidence": 0.79, "explanation": "Adjusts the value and concludes a new amount: '$1.60.'", "name": "revising_the_method_or_answer"}, "role": "unknown", "speaker_id": "unknown_036", "text": "35 student_001: And then this value changed to—okay, so just add another. This is that? Yeah, that’d be $1.60.", "turn_id": 55, "word_count": 19}, {"action": {"confidence": 0.64, "explanation": "Begins a next step with 'And then 1000...' indicating how to proceed from the partial result.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_046", "text": "00 student_007: And then 1000...", "turn_id": 56, "word_count": 5}, {"action": {"confidence": 0.74, "explanation": "States a tentative result: 'it's five again.'", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_019", "text": "26 student_001: Okay, so it’s five again.", "turn_id": 57, "word_count": 7}, {"action": {"confidence": 0.82, "explanation": "Adds another piece to the proposed result: 'Plus the one cent.'", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_019", "text": "38 student_001: Plus the one cent.", "turn_id": 58, "word_count": 6}, {"action": {"confidence": 0.42, "explanation": "'You can let—' appears to direct another person's action or turn-taking.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_019", "text": "53 student_007: You can let—", "turn_id": 59, "word_count": 5}, {"action": {"confidence": 0.63, "explanation": "Asks whether they were expected to use proportion, referring to what method the activity involved.", "name": "orienting_to_lesson_or_activity"}, "role": "unknown", "speaker_id": "unknown_050", "text": "50 student_001: Allocation? Did they do a proportion with us? Because I know some people are like dividing—", "turn_id": 60, "word_count": 18}, {"action": {"confidence": 0.82, "explanation": "Mentions looking at other people individually, a social/process comment rather than math reasoning.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_040", "text": "03 student_001: I’m looking at other people and individually—", "turn_id": 61, "word_count": 9}, {"action": {"confidence": 0.95, "explanation": "Directs handling of the shared objects: 'Don't touch the nickels.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_035", "text": "18 student_001: Don’t touch the nickels, because none of them change—they did? Oh.", "turn_id": 62, "word_count": 13}, {"action": {"confidence": 0.84, "explanation": "Contrasts why one case used 12 and another 11, focusing on the meaning of those values.", "name": "checking_what_a_number_or_step_represents"}, "role": "unknown", "speaker_id": "unknown_035", "text": "30 student_007: You did 12. This one we did 11 because you thought it would go—I...", "turn_id": 63, "word_count": 16}, {"action": {"confidence": 0.94, "explanation": "Counts out a sequence from 1 to 10.", "name": "carrying_out_a_computation_step"}, "role": "unknown", "speaker_id": "unknown_049", "text": "29 student_001: Be less—1, 2, 3, 4, 5, 6, 7, 8, 9, 10...", "turn_id": 64, "word_count": 13}, {"action": {"confidence": 0.62, "explanation": "Explains the movement rule: 'You jump over to—'.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_024", "text": "20 student_001: You jump over to—", "turn_id": 65, "word_count": 6}, {"action": {"confidence": 0.88, "explanation": "Assigns positions/counts to nickels: '2, 4, 6, 8.'", "name": "mapping_representation_to_values"}, "role": "unknown", "speaker_id": "unknown_024", "text": "42 student_001: The nickels are—um, 2, 4, 6, 8.", "turn_id": 66, "word_count": 9}, {"action": {"confidence": 0.79, "explanation": "Uses 'Wait' and asks about the interval: 'So every six and then—'.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_013", "text": "21 student_001: Wait. So every six and then—", "turn_id": 67, "word_count": 8}, {"action": {"confidence": 0.51, "explanation": "Says 'we change—', indicating an adjustment to the current number/method.", "name": "revising_the_method_or_answer"}, "role": "unknown", "speaker_id": "unknown_013", "text": "25 student_007: Set this number—we change—", "turn_id": 68, "word_count": 6}, {"action": {"confidence": 0.92, "explanation": "Brief confirmation: 'I think so. Yeah.'", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_013", "text": "28 student_001: I think so. Yeah.", "turn_id": 69, "word_count": 6}, {"action": {"confidence": 0.69, "explanation": "Offers 'It'll be 8—' as a tentative value.", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_013", "text": "47 student_001: It'll be 8—", "turn_id": 70, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Combines numbers: '8 plus 48.'", "name": "carrying_out_a_computation_step"}, "role": "unknown", "speaker_id": "unknown_013", "text": "53 student_001: 8 plus 48. Yeah. Do for you.", "turn_id": 71, "word_count": 9}, {"action": {"confidence": 0.97, "explanation": "Directs a workspace action: 'drag the zoom down.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_034", "text": "05 student_001: Two. And then drag the zoom down.", "turn_id": 72, "word_count": 9}, {"action": {"confidence": 0.37, "explanation": "Fragment without clear mathematical content; best fits non-substantive commentary.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_034", "text": "29 student_001: You. So it's just getting—", "turn_id": 73, "word_count": 7}, {"action": {"confidence": 0.99, "explanation": "Makes a playful/social comparison: 'Like the police over there.'", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_010", "text": "48 student_001: Like the police over there.", "turn_id": 74, "word_count": 7}, {"action": {"confidence": 0.46, "explanation": "Fragmentary social/commentary turn, not clearly advancing the math.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_014", "text": "01 student_001: Costing people... have orientation.", "turn_id": 75, "word_count": 6}], "word_count": 1142}
{"day": 2, "grade_band": "7-8", "session_id": "conv_038", "speaker_count": 4, "speakers": [{"role": "student", "speaker_id": "student_013"}, {"role": "student", "speaker_id": "student_015"}, {"role": "student", "speaker_id": "student_1002"}, {"role": "teacher", "speaker_id": "teacher_003"}], "task_id": "one_thousand_one_pennies", "task_name": "1001 Pennies", "turn_count": 52, "turns": [{"action": {"confidence": 0.82, "explanation": "Student identifies a repeating structure: every second coin corresponds to even-numbered positions and is a nickel.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_015", "text": "Because it says every second coin is a nickel, and every second coin is an even number, right?", "turn_id": 1, "word_count": 18}, {"action": {"confidence": 0.79, "explanation": "Continues building a structural claim by saying the current coin is a dime and extending to an every-four-coins pattern.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_015", "text": "This one is a dime right now. So, every four coins...", "turn_id": 2, "word_count": 11}, {"action": {"confidence": 0.98, "explanation": "Direct request about unclear written or spoken information: 'What does that say?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_013", "text": "What does that say?", "turn_id": 3, "word_count": 4}, {"action": {"confidence": 0.91, "explanation": "Comment about materials/technology loading, not mathematical reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1002", "text": "Oh, everything loaded.", "turn_id": 4, "word_count": 3}, {"action": {"confidence": 0.84, "explanation": "Computes or considers the nearest multiple of six to 1001 as part of executing a numerical approach.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1002", "text": "Closest multiple of six to 1001. That has to be more.", "turn_id": 5, "word_count": 11}, {"action": {"confidence": 0.73, "explanation": "Brief continuation of the repeating 'every four' structure being proposed.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_015", "text": "Every four...", "turn_id": 6, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Expresses confusion and implicitly asks for explanation from peers.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_013", "text": "I don't get it. I'm confused.", "turn_id": 7, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "Invites others to take a turn: 'Do you guys want to try?'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_015", "text": "Do you guys want to try?", "turn_id": 8, "word_count": 6}, {"action": {"confidence": 0.62, "explanation": "Begins with agreement 'Yeah' and only minimally continues without substantive content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_013", "text": "Yeah, but like...", "turn_id": 9, "word_count": 3}, {"action": {"confidence": 0.84, "explanation": "Explains why the count should run through 1000 based on even-numbered positions.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_015", "text": "Yeah, because there's not \"two minus one\" — it's two through one thousand, because it's even.", "turn_id": 10, "word_count": 16}, {"action": {"confidence": 0.97, "explanation": "Marks understanding of the peer's explanation: 'Oh, I get what you're saying.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_013", "text": "Oh, I get what you're saying.", "turn_id": 11, "word_count": 6}, {"action": {"confidence": 0.68, "explanation": "Questions what a numerical statement means: 'Two equals six?'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_013", "text": "Two equals six?", "turn_id": 12, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Suggests a possible method: dividing using the given quantities.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_013", "text": "Can we just divide with these?", "turn_id": 13, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Offers a tentative answer: 'Would three coins be the answer?'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_013", "text": "Would three coins be the answer?", "turn_id": 14, "word_count": 6}, {"action": {"confidence": 0.8, "explanation": "Encourages trying that approach as an alternative strategy at the bottom.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_015", "text": "Oh, you could try it. Different strategy at the bottom.", "turn_id": 15, "word_count": 10}, {"action": {"confidence": 0.88, "explanation": "Directs a peer to try with their own written steps.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1002", "text": "Try also with your own steps.", "turn_id": 16, "word_count": 6}, {"action": {"confidence": 0.83, "explanation": "Explains a key relationship in the structure: the categories overlap.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_015", "text": "You have to realize these overlap.", "turn_id": 17, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Direct request for explanation of an unclear item: 'What is that?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_013", "text": "What is that?", "turn_id": 18, "word_count": 3}, {"action": {"confidence": 0.83, "explanation": "Proposes changing the written work by erasing and rewriting after confusion.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_013", "text": "So let's just erase it and rewrite it.", "turn_id": 19, "word_count": 8}, {"action": {"confidence": 0.87, "explanation": "Manages who will act on the shared workspace: 'Can I do it?'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_013", "text": "Can I do it?", "turn_id": 20, "word_count": 4}, {"action": {"confidence": 0.87, "explanation": "Specifies an arithmetic operation to perform: subtract one pair from another pair.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_013", "text": "Then you subtract those two from those two.", "turn_id": 21, "word_count": 8}, {"action": {"confidence": 0.99, "explanation": "Simple confirmation: 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_015", "text": "Yeah.", "turn_id": 22, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Teacher explicitly links the current case to the same pattern as above and says it repeats.", "name": "reusing_a_previous_case_or_pattern"}, "role": "teacher", "speaker_id": "teacher_003", "text": "That means this is going to have the same pattern as above. It's just going to repeat.", "turn_id": 23, "word_count": 17}, {"action": {"confidence": 0.95, "explanation": "Teacher suggests a method: draw about 20 coins and check the pattern.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_003", "text": "See what happens—look around. People are drawing like 20 coins, and just checking the pattern.", "turn_id": 24, "word_count": 15}, {"action": {"confidence": 0.83, "explanation": "Assigns identity/value within the sequence representation: the first coin must be a penny.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1002", "text": "First one has to be a penny.", "turn_id": 25, "word_count": 7}, {"action": {"confidence": 0.58, "explanation": "Begins outlining how to proceed forward through the sequence.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1002", "text": "After we go forward...", "turn_id": 26, "word_count": 4}, {"action": {"confidence": 0.51, "explanation": "Asserts and defends a prior idea ('I told you'), functioning as brief justification of the suggested move.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_013", "text": "You can take... Yes, I told you.", "turn_id": 27, "word_count": 7}, {"action": {"confidence": 0.82, "explanation": "Talk focuses on how to place/write something in the workspace and correcting the wrong item.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1002", "text": "Thank you. How do I put it in here? Oh, sorry — that’s the wrong one.", "turn_id": 28, "word_count": 16}, {"action": {"confidence": 0.78, "explanation": "Suggests splitting the work across parts: 'Divide it across...'", "name": "decomposing_or_repartitioning_the_structure"}, "role": "student", "speaker_id": "student_015", "text": "Divide it across...", "turn_id": 29, "word_count": 3}, {"action": {"confidence": 0.76, "explanation": "Offers tentative counts for quarters based on the every-four structure.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_015", "text": "I feel like quarters are 334 because it’s every four, and...", "turn_id": 30, "word_count": 11}, {"action": {"confidence": 0.9, "explanation": "Changes a prior value, crosses out incorrect work, and replaces it with a new count.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_015", "text": "It’s every quarter, so it’s 250. Cross this out, I don’t know where it came from.", "turn_id": 31, "word_count": 16}, {"action": {"confidence": 0.71, "explanation": "States that the revised work is correct, evaluating fit of the current result.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_015", "text": "This is right.", "turn_id": 32, "word_count": 3}, {"action": {"confidence": 0.82, "explanation": "Organizes the computation by listing term-by-term products in blank space.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_015", "text": "Where’s the blank space? 209 × 0.05, 250 × 0.1...", "turn_id": 33, "word_count": 10}, {"action": {"confidence": 0.96, "explanation": "Carries out the multiplication-and-addition plan and subtracts from 1000 to get 291.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_015", "text": "150 × 0.25, and then can you add all those? So 709. 1000 minus 709 — which is 291.", "turn_id": 34, "word_count": 19}, {"action": {"confidence": 0.86, "explanation": "Monitors the meaning/value of the decimal multiplication, correcting the interpretation of 291 × 0.01.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_013", "text": "So 291 × 0.01... Wait, 2.91. Not 0.01 — 291 × 0.01.", "turn_id": 35, "word_count": 12}, {"action": {"confidence": 0.96, "explanation": "Corrects the previous total from 291 to 292.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_015", "text": "Yes, it all adds to—wait, 292, sorry.", "turn_id": 36, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "Executes the calculation to get the dollar amount '$2.91.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_015", "text": "Calculate — so easy. $2.91.", "turn_id": 37, "word_count": 5}, {"action": {"confidence": 0.86, "explanation": "Puts forward a tentative final answer: 'I think that’s it — $25, right?'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_015", "text": "I think that’s it — $25, right?", "turn_id": 38, "word_count": 7}, {"action": {"confidence": 0.9, "explanation": "Directs a peer to show the work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1002", "text": "Oh, show that.", "turn_id": 39, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Instructs how to arrange the written numbers: 'Line them up correctly.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_015", "text": "Line them up correctly.", "turn_id": 40, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Brief confirmation: 'Yes, yes.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_015", "text": "Yes, yes.", "turn_id": 41, "word_count": 2}, {"action": {"confidence": 0.94, "explanation": "Suggests an action related to materials/workspace: ask the teacher for another paper.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_015", "text": "Just ask the teacher for another paper.", "turn_id": 42, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "Coordinates roles: one person writes, the speaker explains.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_015", "text": "You could write, and I’ll explain.", "turn_id": 43, "word_count": 6}, {"action": {"confidence": 0.68, "explanation": "Suggests trying the explanation/write-up approach.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_015", "text": "Let’s try it that way, I guess. Explain...", "turn_id": 44, "word_count": 8}, {"action": {"confidence": 0.63, "explanation": "Retracts and adjusts what was just said: 'Oh, I didn’t say that. Like after this...'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_015", "text": "Oh, I didn’t say that. Like after this...", "turn_id": 45, "word_count": 8}, {"action": {"confidence": 0.97, "explanation": "Comment about time/class schedule rather than the math task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_015", "text": "We’ve been here for another hour. Oh, we only switched to another class.", "turn_id": 46, "word_count": 13}, {"action": {"confidence": 0.98, "explanation": "References another class ('ASL 12'), off-task from the math problem.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_013", "text": "For ASL 12.", "turn_id": 47, "word_count": 3}, {"action": {"confidence": 0.89, "explanation": "Fragmentary non-math comment, part of side conversation.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_015", "text": "Only the...", "turn_id": 48, "word_count": 2}, {"action": {"confidence": 0.99, "explanation": "Talk about getting ice cream is clearly social/off-task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_013", "text": "On Friday we got ice cream.", "turn_id": 49, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Side conversation about something done yesterday, not math-related.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_013", "text": "We did that thing yesterday, right?", "turn_id": 50, "word_count": 6}, {"action": {"confidence": 0.99, "explanation": "Hope for ice cream and cake is affective/social rather than collaborative math work.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_013", "text": "Hopefully we get ice cream and cake.", "turn_id": 51, "word_count": 7}, {"action": {"confidence": 1.0, "explanation": "Expresses desire to go home; affective and off-task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_013", "text": "I want to go home.", "turn_id": 52, "word_count": 5}], "word_count": 386}
{"day": 2, "grade_band": "7-8", "session_id": "conv_039", "speaker_count": 10, "speakers": [{"role": "unknown", "speaker_id": "unknown_007"}, {"role": "unknown", "speaker_id": "unknown_008"}, {"role": "unknown", "speaker_id": "unknown_011"}, {"role": "unknown", "speaker_id": "unknown_015"}, {"role": "unknown", "speaker_id": "unknown_021"}, {"role": "unknown", "speaker_id": "unknown_025"}, {"role": "unknown", "speaker_id": "unknown_026"}, {"role": "unknown", "speaker_id": "unknown_032"}, {"role": "unknown", "speaker_id": "unknown_038"}, {"role": "unknown", "speaker_id": "unknown_051"}], "task_id": "one_thousand_one_pennies", "task_name": "1001 Pennies", "turn_count": 94, "turns": [{"action": {"confidence": 0.8, "explanation": "This is metadata-like summary text framing the session as about problem solving strategies and collaboration, not solving the math itself.", "name": "orienting_to_lesson_or_activity"}, "role": "unknown", "speaker_id": "unknown_038", "text": "SUMMARY KEYWORDS problem solving, pattern identification, strategic guessing, mathematic Association, flail strategy, group collaboration, coin replacement, penny value, nickel value, dime value, quarter value, educational guessing, problem solving strategies, artificial intelligence, feedback collection SPEAKERS unknown_025, unknown_015, unknown_007, unknown_026, unknown_011, unknown_051, unknown_021, unknown_032, unknown_008", "turn_id": 1, "word_count": 43}, {"action": {"confidence": 0.97, "explanation": "The speaker introduces general problem-solving strategies like drawing a picture, identifying a pattern, and guess-and-check as lesson framing.", "name": "orienting_to_lesson_or_activity"}, "role": "unknown", "speaker_id": "unknown_008", "text": "Well, making a model kind of goes with drawing a picture, identifying a pattern. So I think identifying a pattern and drawing a similar related problem, taking it down to smaller scale might be helpful, writing a number sentence, guess and check. I always add the word strategic in front of it. We don't want to just randomly guess educated. Guess educated. We're working backwards. So these are really great strategies tackle some intense", "turn_id": 2, "word_count": 74}, {"action": {"confidence": 0.98, "explanation": "Continues whole-class framing about problem-solving strategy ('flail,' pick up your pencil, dive in) before the task begins.", "name": "orienting_to_lesson_or_activity"}, "role": "unknown", "speaker_id": "unknown_032", "text": "problems. So one thing I ran across Maa, the mathematic Association of America, their list of problem solving strategies has as number one, flail. What does that mean? Flail? Anyone know that word? So this is flail. That means, just try. And number two is, pick up your pencil, so just dive in. A lot of times we stand back and look at a problem and like, I don't know, I don't know. I don't think I can do this, but we just need to jump right in, jump into the deep end, and start flailing about. So we'll be picking up our markers.", "turn_id": 3, "word_count": 104}, {"action": {"confidence": 0.97, "explanation": "Still framing how to approach problems and then explaining the upcoming grouping activity.", "name": "orienting_to_lesson_or_activity"}, "role": "unknown", "speaker_id": "unknown_008", "text": "And sometimes when you do something, if you've made a mistake, it can kind of trigger the right strategy to come about. Because when you see why something didn't work, you're like, Oh, I must have to do something else instead. So it can help you just to try different ideas. Okay, so we're going to get in groups today, and the secret for your group is actually on your name.", "turn_id": 4, "word_count": 71}, {"action": {"confidence": 0.9, "explanation": "Directs students to notice their name tags, managing classroom movement rather than math content.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_032", "text": "Notice your name, guys, person_anon, what? On your name, notice your name tag", "turn_id": 5, "word_count": 13}, {"action": {"confidence": 0.82, "explanation": "A playful aside about a name tag saying divided rather than plus; not advancing the math task.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_025", "text": "d2 plus Mark says, No, you should be divided", "turn_id": 6, "word_count": 9}, {"action": {"confidence": 0.98, "explanation": "Gives instructions for finding group members and stations based on name-tag color.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_008", "text": "color of the circle on your name tag. So unknown_047 and you're gonna find two other people that have the same color as you, and then go find the station to work at. So we'll have one for just choose.", "turn_id": 7, "word_count": 40}, {"action": {"confidence": 0.95, "explanation": "Coordinates students to move and claim spots, including microphone logistics.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_032", "text": "Maybe, Alright, ready, go, go, claim, find your spot. Is there? Outside, if you wear your wear this mic.", "turn_id": 8, "word_count": 19}, {"action": {"confidence": 0.86, "explanation": "Helps with grouping/material setup by asking about color and moving an item.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_008", "text": "Bright Pink. What color is this? Right? I first have just going to take it right in there.", "turn_id": 9, "word_count": 18}, {"action": {"confidence": 0.95, "explanation": "Manages equipment setup ('we're missing a microphone'), not mathematical reasoning.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_008", "text": "Your thing. There we go. Perfect, okay, we're missing a microphone.", "turn_id": 10, "word_count": 11}, {"action": {"confidence": 0.94, "explanation": "Reminds students about marker/microphone roles, coordinating participation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_032", "text": "Is, remember, the one with the mic is not the one only. In fact, if you have the marker, you're not talking, but", "turn_id": 11, "word_count": 23}, {"action": {"confidence": 0.96, "explanation": "Explains the broader purpose of the week and AI/language collection context rather than the specific math problem.", "name": "orienting_to_lesson_or_activity"}, "role": "unknown", "speaker_id": "unknown_032", "text": "unknown_047 so a reminder. Remember our purpose for this week is a grant where we're collecting What do kids say when they solve problems? What? What is their language? Because they're trying to create artificial intelligence that minutes English is English, but minutes and helps with problem solving. And in the prototype, they did a test, and the feedback from the kid was, nobody would talk like that. Nobody says that many words. So they're trying to capture what because adults were kids really say. It's kind of a cute idea.", "turn_id": 12, "word_count": 91}, {"action": {"confidence": 0.92, "explanation": "Sorts out group composition based on yellow/gold tags; this is organizational.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_008", "text": "Group. I think one of the yellows is off, so we are confused. This group will be four, yellow, yellow. How can you see yellow? Okay, your choice. But they have yellow too. They're more gold.", "turn_id": 13, "word_count": 36}, {"action": {"confidence": 0.88, "explanation": "Transitions the class into the problem with 'Are you ready for the problem?'", "name": "orienting_to_lesson_or_activity"}, "role": "unknown", "speaker_id": "unknown_015", "text": "But that's okay. All right. Are you ready for the problem? So this", "turn_id": 14, "word_count": 13}, {"action": {"confidence": 0.99, "explanation": "Reads the actual coin-replacement problem and states the coin values, establishing key givens and goal.", "name": "identifying_relevant_elements_and_constraints"}, "role": "unknown", "speaker_id": "unknown_032", "text": "probably won't pick out coins. Started with some coins today, and I'll read out loud to you, and then you guys can dive in. So there are 1001 pennies lined up on a table, starting at the end of the line, every second coin with a nickel. Go back to the beginning and replace every third coin with a dime. Finally, I go back to the beginning and replace every fourth coin with a quarter. How much money is now on the table. So remember, a penny is worth one cent, a nickel is five cents, and a dime is 10 cents, and a quarter is 25 cents. All right, so this is not going to have an obvious answer. We're going to really dive in and work together on this and go ahead, sorry, a", "turn_id": 15, "word_count": 136}, {"action": {"confidence": 0.89, "explanation": "Checks understanding of the scenario and sets expectations about speaking volume; mostly activity framing.", "name": "orienting_to_lesson_or_activity"}, "role": "unknown", "speaker_id": "unknown_032", "text": "couple of things. Are there any questions? First, everybody understand the scenario, and the second thing is, you guys were so good yesterday talking quietly in your group like you were in a real classroom with library voices, but it made it hard to pick up. So that's why you're wearing the mic. But also now, do not be as worried about being so quiet. You can talk in your normal place if you want. Okay, place. Okay, good.", "turn_id": 16, "word_count": 79}, {"action": {"confidence": 0.9, "explanation": "Suggests drawing something but not all 1001 pennies, i.e., using a smaller model as a plan.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_007", "text": "I would say, like, draw something, but I'm not gonna make you draw 100 1000 million pennies. So", "turn_id": 17, "word_count": 18}, {"action": {"confidence": 0.42, "explanation": "Offers 'maybe 81,' a tentative numerical idea without explanation.", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_026", "text": "maybe I 81", "turn_id": 18, "word_count": 3}, {"action": {"confidence": 0.66, "explanation": "Proposes writing 254 repeated and a 1 to model 1002/1001 structurally.", "name": "constructing_or_refining_a_representation"}, "role": "unknown", "speaker_id": "unknown_007", "text": "sorry. I'm second, sorry, 254 times. Write 254 times and write a one, because that would all make 1002", "turn_id": 19, "word_count": 19}, {"action": {"confidence": 0.62, "explanation": "Asks about starting at one end and notes there are so many, seeking to understand setup/approach.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_011", "text": "50, oh, just pause. So if you are starring at one end because You have so many", "turn_id": 20, "word_count": 17}, {"action": {"confidence": 0.83, "explanation": "Restates key conditions: every other, every third, every fourth coin.", "name": "identifying_relevant_elements_and_constraints"}, "role": "unknown", "speaker_id": "unknown_026", "text": "every other one in every third one, plus just right in every fourth one you wanted to", "turn_id": 21, "word_count": 17}, {"action": {"confidence": 0.72, "explanation": "Suggests splitting into groups of 5 and relating 'every other penny' to that structure.", "name": "proposing_a_pattern_or_structural_model"}, "role": "unknown", "speaker_id": "unknown_007", "text": "this is how many pennies we have right now before we replace everything. And then if we replace every other penny in the nickel, then we would have to split this into b5, times Penny.", "turn_id": 22, "word_count": 35}, {"action": {"confidence": 0.58, "explanation": "Checks understanding of the peer's idea with 'wait yeah for each thing' and 'so, okay.'", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_032", "text": "125, wait yeah for each thing. So, okay, so like you haven't", "turn_id": 23, "word_count": 12}, {"action": {"confidence": 0.69, "explanation": "Explains that this gives the number of nickels before other replacements, clarifying the current line of thought.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_007", "text": "so that would be how many nickels are right now and then we gotta replace the. The Wait. Let me tell You what you're Thankfully address The on course,", "turn_id": 24, "word_count": 29}, {"action": {"confidence": 0.58, "explanation": "States there would be 200-something and discusses needing to find how many times, attempting numerical execution.", "name": "carrying_out_a_computation_step"}, "role": "unknown", "speaker_id": "unknown_007", "text": "there would be 200 enclave mentors, but then Now I need to find out how Many times I", "turn_id": 25, "word_count": 18}, {"action": {"confidence": 0.78, "explanation": "Brief request ('Please why are...') indicates confusion and asks for explanation.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_008", "text": "to Please Why are", "turn_id": 26, "word_count": 4}, {"action": {"confidence": 0.93, "explanation": "Notes who is the writer, managing group roles.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_032", "text": "trying. He's the writer.", "turn_id": 27, "word_count": 4}, {"action": {"confidence": 0.67, "explanation": "Offers a division expression ('776 divided...'), contributing a calculation step.", "name": "carrying_out_a_computation_step"}, "role": "unknown", "speaker_id": "unknown_011", "text": "776 divided one. Remember", "turn_id": 28, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Teacher suggests testing theories with something smaller because 1001 is large.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_032", "text": "the teacher shared some strategies, 1001 is pretty many. Test your theories with something smaller.", "turn_id": 29, "word_count": 15}, {"action": {"confidence": 0.95, "explanation": "Introduces the 'spy' option and how students should interact with other groups, coordinating participation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_008", "text": "You can be a spy. Spy. You can send someone from your group to go spy on another group if you're stuck and you need an idea, and if someone comes to spy on your group, you can tell them what you're doing and explain to them, but then you must go back to your regular group to talk about it, right? So if you need an idea, go spy. Look. So I found out this probably, and if I find out like how many times there are the men Wait, I gotta do the math and see if I got it right. And I also do like I want them with it. 20.", "turn_id": 30, "word_count": 114}, {"action": {"confidence": 0.87, "explanation": "Summarizes the group's current findings and method to someone visiting/listening outside the immediate work group.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "unknown", "speaker_id": "unknown_007", "text": "Okay, so basically, we found out, like, if this thing doesn't really matter, if we add all these together, and then every other coin would be a nickel, right? So basically, we got 500 pennies, 500 pennies and 500 nickels, and then we shot up the amount of corners by splitting 500 in half, because that would be like every four points. So it'd be half, like two times two, and then that's two. And we did then we did the math and all this adds up to 1000 unknown_047. So we gotta find how much filled with unknown_012 be in our group, and he gonna be in their group. Oh, wait, that's all we found out for now we need, I don't know how, to find out how many dams are. Now I want", "turn_id": 31, "word_count": 135}, {"action": {"confidence": 0.86, "explanation": "Asks another group why they are drawing circles and seeks what pattern they are using.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_007", "text": "you to defeat that, because I forgot. No. Can you just cut to my group and just say everything you said we couldn't leave. Why are you guys drawing circles? Oh, just to find out the pattern that's half behind me. Oh, okay, you could try doing that. Okay, so, so that would be Penny nickel.", "turn_id": 32, "word_count": 56}, {"action": {"confidence": 0.75, "explanation": "Checks whether the order/pattern 'penny...' is actually correct.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_007", "text": "Yeah, wait, it was just the order would just be pending. People down before, right? No, temperature,", "turn_id": 33, "word_count": 17}, {"action": {"confidence": 0.75, "explanation": "Questions whether there really is a pattern and notes confusion, evaluating the proposed structure.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_026", "text": "same thing, pennies, nickel. Does that mean that this has a pattern. This is confusing.", "turn_id": 34, "word_count": 15}, {"action": {"confidence": 0.87, "explanation": "Suggests dividing 1001 by 3 or using multiplication to determine how many dimes.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_007", "text": "To wait. Do you think if I divide like 101 by three, I could find out like, how many? Yeah, there's more. Nicholson, so how would find out how many pennies, sorry, how many dimes are there? So I can take away the right amount, so everything can equal. We could use multiplication.", "turn_id": 35, "word_count": 53}, {"action": {"confidence": 0.58, "explanation": "Contains side comments about another kid being unintelligent/random writing, mixed with some math; dominant function is social/affective.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_007", "text": "If I keep going to that like 1001 awesome. Maybe you can find out how many. Huh? It. So were you thinking if you're trying to find out? Thank you also apparently that kid from your group said you guys are unintelligent, or they're just lying. We're not unintelligent. He's writing. He's on his like writing the most random stuff, I literally found out how many pennies", "turn_id": 36, "word_count": 67}, {"action": {"confidence": 0.61, "explanation": "Expresses confusion ('This is so confusing') with only fragmentary math content.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_051", "text": "nickels I window Second level, there we 20. This is so confusing. Every other with a nickel, five pennies. And", "turn_id": 37, "word_count": 20}, {"action": {"confidence": 0.68, "explanation": "Checks whether the situation is 'not just 10s' and asks about using 1001, seeking alignment.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_008", "text": "five pennies and five. Okay, so then we have to figure out it's not just 10s, right? So do you think if we had 1001", "turn_id": 38, "word_count": 25}, {"action": {"confidence": 0.77, "explanation": "Explains they know pennies/nickels somewhat but need dimes to get the exact penny count; rationale-focused.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_007", "text": "so we found out how many pennies and nickels there were? Like, not really, but like, we need to find out how many dimes there are. So we can, like, find out the exact amount of pennies available. So one of the unknown_052, I so if the pattern keeps going the penny nickel down, there's about like 333 replacing some nickels a little", "turn_id": 39, "word_count": 63}, {"action": {"confidence": 0.58, "explanation": "Asks how many are needed to make 101/1001, seeking the next step.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_007", "text": "it. That's like, how many of you need to, like, make 101", "turn_id": 40, "word_count": 12}, {"action": {"confidence": 0.72, "explanation": "Points out a problem with the proposed chunking approach: 'the pattern doesn't...'", "name": "challenging_or_diagnosing_an_error"}, "role": "unknown", "speaker_id": "unknown_008", "text": "Oh, yeah. So how many of those chunks? The problem with that is the path. Problem with that", "turn_id": 41, "word_count": 18}, {"action": {"confidence": 0.78, "explanation": "Explains why the prior pattern approach fails and why quarters would change the count.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_007", "text": "is the pattern doesn't offer out. We had to find out what to do, like, to find how many times there are when you go backwards, you get 500 if you left the quarters, then it would be less. So then", "turn_id": 42, "word_count": 41}, {"action": {"confidence": 0.71, "explanation": "Offers a tentative count: 'wouldn't there be 200...'", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_051", "text": "wouldn't there be 200 in thoughts?", "turn_id": 43, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "Gives a long explanation of how 500, 500, 225/250, 776, and 388 were obtained.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_007", "text": "So basically, I got 500 500 and then I got because they're every other coin was a nickel, like before we added a. The penny, sorry, all the dimes and quarters. So that would be 500 if I added those. That's like, before you add the quarters and dimes, like, pretend, there's no more pretend, like we didn't add the quarters. Like, okay, and that would be 500 500 watts. But then, hi, I literally told my my teammates, what? How much pennies in nickels and quarters? Is there case or not, but that's not the right amount yet. I know, but like, I've given them, like help equations right from scratch. Wait, hold up. Anyways, wait, hold up. So it would be 500 500 and every fourth Penny, every fourth penny would be a quarter, right? Because, like, we're missing it. So if it's like fourth and then half, which is because, like every other one, and that's just half, that was just half, and that would be 1/4 so I split it. I split 500 and half. That would be 225 and then I took away 225 from 101 so that would be, yeah, from here, and I got 776 I got 776, so I divided that in half, and I got 388, so I split.", "turn_id": 44, "word_count": 218}, {"action": {"confidence": 0.84, "explanation": "States they need to do a similar process with dimes to reach 1001.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_007", "text": "So that's how I got that. So I need to basically, like kind of same thing with the dime. So I need to find out how many dimes you need to add up to 101,001", "turn_id": 45, "word_count": 35}, {"action": {"confidence": 0.94, "explanation": "Performs arithmetic attempts and division while trying to compute the dime count.", "name": "carrying_out_a_computation_step"}, "role": "unknown", "speaker_id": "unknown_007", "text": "it's because that's how many we have right now, before we add the dimes. Yeah, and then we just remove, we remove more pennies. So we'll keep the amount of nickels. We gotta remove the pennies. Oh, wait, I think I know how to do it. Wait, A plus A 16. Wait, actually, I know how to do it. I think if I don't get this, I'm actually gonna be so angry, but I'm not gonna be angry anyway. I'm gonna be angry at myself. 388 oh, wait, this probably won't work, okay? And I'm gonna try anyways. So one, so drop the eight of me. Two, so 28 Hi, I'm trying to find out how many dimes there are. I'm kind I'm getting closer. Wait 2027, divided by three. Why did I forget this? Right? Six, seven and three. It's like no one, nine, right, nine and 2751,", "turn_id": 46, "word_count": 149}, {"action": {"confidence": 0.91, "explanation": "Continues the arithmetic with remainders and subtraction.", "name": "carrying_out_a_computation_step"}, "role": "unknown", "speaker_id": "unknown_007", "text": "this is just with a remainder of 128, 20 so one thing that there would be 129, but then this a remainder of one. This is too many. Wait, 129 minus, 302", "turn_id": 47, "word_count": 32}, {"action": {"confidence": 0.84, "explanation": "Says multiplying 'doesn't make sense' and would be too many pennies, explicitly flagging an error.", "name": "challenging_or_diagnosing_an_error"}, "role": "unknown", "speaker_id": "unknown_007", "text": "59 so wait, oh my gosh, this is so hard. Hi, yeah, because he took away the five minutes and he just wrote it he came back, it probably is, I just want to do the math. This doesn't make sense, like, why would you multiply it? That would be way too many pennies, right? So you could be practically part of our group. Okay, stay here. I'd tag you on here. I don't hate you. I hate that kid. My. Driving", "turn_id": 48, "word_count": 82}, {"action": {"confidence": 0.88, "explanation": "Teacher comments on participation/writing behavior and group management.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_032", "text": "me to one I could have been scanned. Okay, so that's one she's", "turn_id": 49, "word_count": 13}, {"action": {"confidence": 0.96, "explanation": "Teacher asks whether it is really true that a fourth of them will be each kind, probing correctness of the assumption.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_032", "text": "doing a lot of talking and writing. Okay? She does not write without being told, Do not write without being told what to write. Okay, okay. All right, just say something. All right. I have a question for you. I see we started with East force. Obviously, it was a fourth.", "turn_id": 50, "word_count": 51}, {"action": {"confidence": 0.67, "explanation": "Student explains that they are using this setup to get to 1001.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_007", "text": "Oh, yeah. We're using this problem like this is how we get to 1001", "turn_id": 51, "word_count": 14}, {"action": {"confidence": 0.95, "explanation": "Teacher continues to test the student's assumption about fourths by questioning if all types are equally split.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_032", "text": "Yeah. And do you is that for sure, how it ends up? A fourth of them will be that kind. That's what they will be. A fourth of the coins are pennies, a fourth or nickels, a fourth or dimes, fourth or quarters. Wait, sure. Yeah. One", "turn_id": 52, "word_count": 47}, {"action": {"confidence": 0.95, "explanation": "Suggests trying a smaller case and tracking what happened before each change.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_032", "text": "of our strategies, try something small, right? To try something small. And it's kind of interesting to see what happened to these before they changed. Okay? Can't like 123456789,", "turn_id": 53, "word_count": 29}, {"action": {"confidence": 0.93, "explanation": "Begins listing pennies/nickels in sequence to build a small-case representation.", "name": "constructing_or_refining_a_representation"}, "role": "unknown", "speaker_id": "unknown_007", "text": "sorry about this. Okay, Penny, Penny, Penny, Penny, Penny, Penny, Penny, yeah, all right. Penny nickel, nickel, nickel,", "turn_id": 54, "word_count": 18}, {"action": {"confidence": 0.92, "explanation": "Continues building the coin sequence representation through replacements.", "name": "constructing_or_refining_a_representation"}, "role": "unknown", "speaker_id": "unknown_021", "text": "sorry, and nickel, correct every other one, oh, right now. Penny nickel, Penny, dime. Wait. Okay now, quarters, one, two.", "turn_id": 55, "word_count": 20}, {"action": {"confidence": 0.89, "explanation": "States an explicit repeating pattern 'P, N, D, Q, P, D, P, Q, N...' and interprets why counts are not all 250.", "name": "proposing_a_pattern_or_structural_model"}, "role": "unknown", "speaker_id": "unknown_007", "text": "There you go. You got your pattern. So the pattern is Penny, nickel, dime, quarter Penny, dime, Penny, quarter nickel. It's definitely a pattern. It gets mixed up when you continue, because there's 1001 that's why there's not all 250s Yeah, that's why those numbers, it actually makes so much more sense now. Thank you. You're welcome. Okay, could you wait? I need people to do everything. I could have just asked you to write this entire time, and I could have been talking. I'm so sorry. Okay, can you add all these? I don't know. You're supposed to ask it like, write this underneath that, this, underneath that, oh, add all these. That takes a brain to add. You are the brain. So just say, Okay, that was that plus that equals that. And then say, her, but I gotta, like, write it. It's really hard for me to do audition without writing, okay, except, like, one plus one and stuff that's easy. Okay, I got", "turn_id": 56, "word_count": 167}, {"action": {"confidence": 0.84, "explanation": "Offers tentative counts '129 pennies and 259 dimes.'", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_007", "text": "it, I got it. I got it. Wait. Can you okay? So this would be 129 pennies and then 259 dimes. Yeah, you got it. Ish,", "turn_id": 57, "word_count": 26}, {"action": {"confidence": 0.76, "explanation": "Invites explanation of how many quarters and asks 'Tell me how you figured that out.'", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_007", "text": "I helped them with the pattern. Now we need, I like them get now you can use to find out how much money I think, how many crises are in this problem. Let's just start. Tell me how you figured that out. What happens?", "turn_id": 58, "word_count": 44}, {"action": {"confidence": 0.9, "explanation": "Explains again how the pre-dime/pre-quarter counts of pennies and nickels were found.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_007", "text": "So basically, I found out how many pennies and nickels there were before it was like 500 it was like before I added all the other coins. It was 505 101 and I took the five oh, pennies, was 501 nickels,", "turn_id": 59, "word_count": 41}, {"action": {"confidence": 0.78, "explanation": "Computes by splitting nickels in half and producing 250/1001-related numbers.", "name": "carrying_out_a_computation_step"}, "role": "unknown", "speaker_id": "unknown_007", "text": "and then I split the nickels. And I split, like, the nickels in half and that would be 225 No, that would be 250,001", "turn_id": 60, "word_count": 24}, {"action": {"confidence": 0.9, "explanation": "Corrects the prior arithmetic with 'that would be 250... fix that.'", "name": "challenging_or_diagnosing_an_error"}, "role": "unknown", "speaker_id": "unknown_008", "text": "Wait, that would be 250 Yes, yes, yes, yes, yes, yes, yes, fix that.", "turn_id": 61, "word_count": 14}, {"action": {"confidence": 0.86, "explanation": "Justifies why 250 is correct and suggests dividing 1000 by 4 to find every fourth.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_007", "text": "But then that one. Why you think that? Because, wait, 500 divided by two is 250 not 225 wait. Right? Basically that wouldn't be it would have been good. And how many are the first unknown_047? So what do you think we could do as 1000 figure out every four divided by four, good. It would be like a decimal.", "turn_id": 62, "word_count": 60}, {"action": {"confidence": 0.89, "explanation": "Suggests using 11 instead of 10 to capture the extra ending penny in a smaller model.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_008", "text": "It would Yeah, the one, because we know that last coin, because that last coin is just the odd man out, right? Yeah, that's extra. How many coins did you guys do here? [PHONE_NUMBER], do you think 10 gives a good picture, because we have that extra one at the end. What do you think maybe we should do", "turn_id": 63, "word_count": 59}, {"action": {"confidence": 0.82, "explanation": "Acts on the plan by adding another item and counting positions in the representation.", "name": "constructing_or_refining_a_representation"}, "role": "unknown", "speaker_id": "unknown_021", "text": "11? Okay, I'll put one in here. Wait four. Wait 24.", "turn_id": 64, "word_count": 11}, {"action": {"confidence": 0.84, "explanation": "Questions whether a certain coin should be a dime, checking if the sequence matches the rules.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_007", "text": "123, so this is really dime, okay, quarter six, I told you the dime. Are you sure it's time? Because, like, there's two", "turn_id": 65, "word_count": 23}, {"action": {"confidence": 0.93, "explanation": "Teacher confirms 250 quarters and explains how to think about the extra penny and the sequence of rounds.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_008", "text": "we know it ends with a penny, right? So now what we have to think of the almost is like, forget about that. Do you know? And so what we need to do so 250 quarters. I like this. I know 100% you are correct about that. Don't change your mind. On that one, there are absolutely 250 quarters. These ones, we got some weird stuff happening. Okay, so tell me in sequence again what you said. I'm gonna write down what you're saying over here. So on the first round, we have 1001 pennies, yes, if what happens next? If every other Penny is a nickel, that would be like 500 or 501", "turn_id": 66, "word_count": 114}, {"action": {"confidence": 0.97, "explanation": "Asks what the two numbers 500 and 501 each stand for.", "name": "checking_what_a_number_or_step_represents"}, "role": "unknown", "speaker_id": "unknown_008", "text": "Okay, so 505 101 which one's which?", "turn_id": 67, "word_count": 7}, {"action": {"confidence": 0.87, "explanation": "Assigns meaning: 500 would be pennies.", "name": "mapping_representation_to_values"}, "role": "unknown", "speaker_id": "unknown_007", "text": "I feel like the 500 would be the 500 would be the pennies. I think", "turn_id": 68, "word_count": 15}, {"action": {"confidence": 0.95, "explanation": "Teacher presses on which category the extra one belongs to, asking about meaning of the number.", "name": "checking_what_a_number_or_step_represents"}, "role": "unknown", "speaker_id": "unknown_008", "text": "you think, remember this guy in the end, the one is always a pen. Yeah. So which one do you think one would", "turn_id": 69, "word_count": 23}, {"action": {"confidence": 0.95, "explanation": "Clarifies that the 1 belongs to pennies and 500 to nickels.", "name": "mapping_representation_to_values"}, "role": "unknown", "speaker_id": "unknown_007", "text": "be the pennies, good, and then 500 would be the nickels, good.", "turn_id": 70, "word_count": 12}, {"action": {"confidence": 0.96, "explanation": "Teacher lays out the next method: handle the dime round by dividing by 3.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_008", "text": "Okay, so this is once we introduce this is the nickel round. This is just pennies. Now we got the diner. Okay, so this is where things get weird. Okay, yeah, we know on the quarter round, we said 100% that there's 250 quarters, we know every fourth coin. So we have to figure out what happens here. So how do the dimes work? Every what coin, every third coin. So what do you think we should do there? Divide? Yes, do it. I'll come back with 1001 by three. You got it. Okay,", "turn_id": 71, "word_count": 94}, {"action": {"confidence": 0.88, "explanation": "Explains what the extra decimal/remainder corresponds to: an extra penny at the end.", "name": "checking_what_a_number_or_step_represents"}, "role": "unknown", "speaker_id": "unknown_008", "text": "remember, that extra decimal point is always a one, a one, it's a penny right at the end. Okay, so when you get a decimal, that extra one is a penny. Okay, I'll come back. It's not right. Wait. Can you wait? Let", "turn_id": 72, "word_count": 43}, {"action": {"confidence": 0.95, "explanation": "Directs a peer what to write and how to format the long division on the board.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_007", "text": "me tell you what to write, because, like, I'm saying a lot of stuff, and then I'm not letting anybody do anything. So, yeah, so do 1001 divided by three. Do it three. Divided three could even like long division format. It's easier for me to do it that way. Thank you. Okay, that would be a nine, right in sorry, not nine, right, three there, right, a nine down there, and read One. Oh, you don't know 11", "turn_id": 73, "word_count": 79}, {"action": {"confidence": 0.94, "explanation": "Walks through the long division, remainder, and what to write next.", "name": "carrying_out_a_computation_step"}, "role": "unknown", "speaker_id": "unknown_007", "text": "because you dropped three, so, because there would be a remainder of two right and small r here and right here next to it, yeah. So three, the remainder of two that'd be two more pennies. How many of our pennies are gonna not get? How many of our okay? So, right,", "turn_id": 74, "word_count": 52}, {"action": {"confidence": 0.89, "explanation": "Interprets the quotient/remainder as '333 dimes' plus '2 pennies.'", "name": "mapping_representation_to_values"}, "role": "unknown", "speaker_id": "unknown_007", "text": "333, right there just, I don't know. I. Right, dimes, right, yeah, probably hold up, yeah. Now we just know that's an envelope, and then there would be just right, like, plus two pennies. I", "turn_id": 75, "word_count": 35}, {"action": {"confidence": 0.8, "explanation": "Requests someone to come check the group's work because they are struggling.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_007", "text": "now we need somebody to come over and check your homework, sir, because we are struggling so much. Oh, good may lift and dry. I gotta step back my legs. I out, yes. He called us unintelligent. How many? Four? There were, oh, pretty good. So this is, like, all these, like, probably wrong. All", "turn_id": 76, "word_count": 55}, {"action": {"confidence": 0.96, "explanation": "Teacher explains that some fives and tens get replaced later and why counting losses matters.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_032", "text": "right, so I found it when I did it not interesting, not to just see the bottom row, but what to see what happened as it changed. So if I were to just look at there, if I had six, and then this guy turned into a five and entered, and then this turned into a 10. And then this turned into a 10, okay, then this turned into a 25 so if I'm thinking about these as their position within the 1000 All right, then what can I say? Why did I just use this five? Because five is gone, yeah, because it's the fourth one. You'd replace them. So every fourth one five is going to go away. Yeah? Oh. So you said every four I will lose five. So I have to count those, because I had 500 and I'm going to lose them also here, this got replaced. Now, if you do this out to 12, you'll find sometimes", "turn_id": 77, "word_count": 163}, {"action": {"confidence": 0.85, "explanation": "Asks when the 25s would go away, prompting interpretation of the replacement process.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_015", "text": "10s go away, but because of 20 fives, because of the 20 fives, when will they go away?", "turn_id": 78, "word_count": 18}, {"action": {"confidence": 0.93, "explanation": "Explains that 25s never go away and reframes the issue as quantifying when nickels leave.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_032", "text": "Not ever. No. Well, the 20 fives never go away. So this absolute, it's the king. Nobody will be taking away the 25 but the dilemma comes in here. So this is looking kind of cool, but I'm wondering I'm wondering about your nickels. Can we quantify when nickels leave, right? Yes, okay, let's try quantified.", "turn_id": 79, "word_count": 56}, {"action": {"confidence": 0.94, "explanation": "Directs drawing a longer sequence and filling coin labels to see if the pattern repeats.", "name": "constructing_or_refining_a_representation"}, "role": "unknown", "speaker_id": "unknown_007", "text": "And then we could use, like, the entire we should use the entire whiteboard. I not the entire month, like, just like, read over, wait, I want to find if it's like, an actual pattern we could see, like, where it repeats. I You draw like 14 of them? Okay, and then write Penny like, just write all, all penny on the bottom. Just don't, rather than my word, just write a piece I did not let replace this with a Nicole, yeah, but we're doing it longer we want. See if it's an actual repeating pattern. And then you Yeah, and then, and then, this one a dime. This one should be a dime. Every four. Wait, every four, wait, every fourth, no, every your third. Thing, so it would be p n, d q, p, d, P, Q, D, N,", "turn_id": 80, "word_count": 142}, {"action": {"confidence": 0.9, "explanation": "Apologizes for copying and comments on holding something; social aside not advancing math.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_021", "text": "Q, mean to copy you. I did not mean to copy you. Said that she didn't want to hold it. I wanted to", "turn_id": 81, "word_count": 23}, {"action": {"confidence": 0.82, "explanation": "Mostly social chatter about being adopted by the group, bringing someone over, and saying bye, despite a brief math mention.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_007", "text": "hold we finally the amount of quarters, we found out, the amount of quarters. Also, she's gotta find that also, I'm part of the group now because you guys adopted student_034. Okay, yeah, so if you're done, bye, bye, you're struggling okay, it's okay, right? Wait, do five Wait, minus 1050 300 Could you explain them? I already did that. The answer, Tiki. Who should I bring you? Bring it Tiki. Tiki. Okay, bye, bye. Let's see. Really well. Really well,", "turn_id": 82, "word_count": 81}, {"action": {"confidence": 0.92, "explanation": "States another group's '200 quarters' is wrong and explicitly identifies it as an error.", "name": "challenging_or_diagnosing_an_error"}, "role": "unknown", "speaker_id": "unknown_007", "text": "by the way, they got 200 quarters. Oh, that's not right, all right, okay, um, they are wrong. They are focusing you just literally confirm that, that the two I want to go tell them that they're wrong, and they're calling I was unintelligent influencer. I can hear them saying, We got 200 corners. That's not right. I got it wrong. Okay, we're still going ahead. Okay.", "turn_id": 83, "word_count": 67}, {"action": {"confidence": 0.82, "explanation": "Directs adding 2, dividing in half, and states a resulting number.", "name": "carrying_out_a_computation_step"}, "role": "unknown", "speaker_id": "unknown_007", "text": "Could we though, um, wait, where's the answer? I can see it, hello. So then there would be Oh, hi, no, because you're so divide that in half. Yeah, no, but first add two to it, because there's plus two pennies, 77 No, 676. Seven. Good job, guys.", "turn_id": 84, "word_count": 48}, {"action": {"confidence": 0.83, "explanation": "Puts forward tentative counts: 335 nickels and 335 pennies.", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_007", "text": "And then that means there is 335 nickels and 335 pennies. I don't know you're very quiet. Yeah. It plus, it wouldn't be like 500 all the time too. How much 335", "turn_id": 85, "word_count": 32}, {"action": {"confidence": 0.7, "explanation": "Contains playful commentary about the job and chocolate bar, with only a light restatement of quarters.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_021", "text": "nickels? 335 this is a very fun job. No, you talk more than I do here. It's fun to like do that, this will create a chocolate bar. Don't eat it. That's why I'm taking it away from you. Okay. Um, so right now we have, the only thing we have cracked is our quarters, which is 200 rupees, not like a news channel", "turn_id": 86, "word_count": 64}, {"action": {"confidence": 0.93, "explanation": "Suggests adding all four counts to see whether they equal 1000 plus the extra one.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_007", "text": "or something. The two unknown_052 are working very hard while I'm being annoying, yeah. Okay, so we have like metaphors. Wait, we gotta do the math. What about 350 could you add all four of these and see if it actually equals 1000 plus 200", "turn_id": 87, "word_count": 45}, {"action": {"confidence": 0.79, "explanation": "Begins summing values/counts and suggests checking with someone.", "name": "carrying_out_a_computation_step"}, "role": "unknown", "speaker_id": "unknown_011", "text": "you. Plus 250 plus 300 Should we go check it with someone check? I'll call somebody check or dimes.", "turn_id": 88, "word_count": 19}, {"action": {"confidence": 0.95, "explanation": "Notes that including 333 makes the total more than 1000, so some counts must be wrong.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_007", "text": "20, Oh, you want to add 333, too, if you add that, yeah, more than 1000 more, you either have too many nickels and pennies or too many dimes. Are very confusing. No, it's", "turn_id": 89, "word_count": 34}, {"action": {"confidence": 0.84, "explanation": "Asks whether they are onto something and then concludes no, evaluating the current approach.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_021", "text": "fantastic. Okay, okay, doctor, Sorry, continue. So are we on to something here? No, okay, we're not onto something everybody. We're failing.", "turn_id": 90, "word_count": 22}, {"action": {"confidence": 0.85, "explanation": "Rejects the current equation as wrong and indicates they need to abandon it.", "name": "revising_the_method_or_answer"}, "role": "unknown", "speaker_id": "unknown_007", "text": "This is not right, okay, this is not the right equation. She said, I'm being really useless. Take this. This is", "turn_id": 91, "word_count": 21}, {"action": {"confidence": 0.92, "explanation": "Directs erasing patterns and asks what equations are on the board, managing the shared workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_007", "text": "a napkin. Wait, wow, I didn't know that was a napkin. You can erase the patterns. You can erase, yeah, fraction space. But just remember, it's all thing, because they probably got to erase this terrible, okay, so what are all of our useless equations we have on this board?", "turn_id": 92, "word_count": 50}, {"action": {"confidence": 0.88, "explanation": "Jokes about a useless name and makes playful comments while discussing erasing.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_021", "text": "Basically, oh, there's also a useless name right here. Oh, yeah, not your name, okay? Because he's on you here, right now. I was joking. Why'd you actually erase him? No wait, no, you need to keep that my name. Oh, wait, okay, this is such beautiful meat. Thinking about all these doors and we will reconvene. What do I do with this tomorrow? Do", "turn_id": 93, "word_count": 65}, {"action": {"confidence": 0.97, "explanation": "Teacher transitions students to snack and a later experiment, ending the current activity.", "name": "orienting_to_lesson_or_activity"}, "role": "unknown", "speaker_id": "unknown_008", "text": "is, what about for a minute, eat a little snack, and then we are going to do a little experiment in a bit more okay, I not.", "turn_id": 94, "word_count": 27}], "word_count": 4300}
{"day": 2, "grade_band": "7-8", "session_id": "conv_040", "speaker_count": 8, "speakers": [{"role": "unknown", "speaker_id": "unknown_007"}, {"role": "unknown", "speaker_id": "unknown_008"}, {"role": "unknown", "speaker_id": "unknown_011"}, {"role": "unknown", "speaker_id": "unknown_015"}, {"role": "unknown", "speaker_id": "unknown_023"}, {"role": "unknown", "speaker_id": "unknown_025"}, {"role": "unknown", "speaker_id": "unknown_026"}, {"role": "unknown", "speaker_id": "unknown_032"}], "task_id": "one_thousand_one_pennies", "task_name": "1001 Pennies", "turn_count": 75, "turns": [{"action": {"confidence": 0.94, "explanation": "Frames general problem-solving strategies for the lesson ('drawing a picture,' 'identifying a pattern,' 'working backwards') rather than working on this specific coin problem yet.", "name": "orienting_to_lesson_or_activity"}, "role": "unknown", "speaker_id": "unknown_008", "text": "Goal, making a model kind of goes with drawing a picture, identifying a pattern. So I think identifying a pattern and drawing a similar related problem, taking it down to smaller scale might be helpful, writing a number sentence, yes, in check, I always add the word strategic in front of it. We want to just randomly guess educative. We're working backwards. So these are really great strategies. We tackle some intense problems.", "turn_id": 1, "word_count": 73}, {"action": {"confidence": 0.95, "explanation": "Continues lesson framing by introducing 'flail' and 'pick up your pencil' as general approaches to problem solving before group work begins.", "name": "orienting_to_lesson_or_activity"}, "role": "unknown", "speaker_id": "unknown_032", "text": "So one thing I ran across Maa, the mathematic Association of America, their list of problem solving strategies has as number one, flail. What's that mean? Flail? Anyone know that word? So this is flail. Means just try. And number two is pick up your pencil, so just dive in. A lot of times we stand back and look at a problem and like, I don't think I can do this, but we just need to jump right in, jump into the deep end, and start flailing about. So we'll keep picking up our markers.", "turn_id": 2, "word_count": 95}, {"action": {"confidence": 0.93, "explanation": "Still setting norms for trying ideas and making mistakes, then transitions to forming groups; this is activity framing rather than specific math content.", "name": "orienting_to_lesson_or_activity"}, "role": "unknown", "speaker_id": "unknown_008", "text": "And sometimes when you do something, if you've made a mistake, it can kind of trigger the right strategy to come about. Because when you see why something didn't work, you're like, Oh, I must have to do something else instead. So it can help you just to try different ideas. Okay, so we're going to get in groups today, and the secret for your group is actually on remains. Your name, does person_anon, don't", "turn_id": 3, "word_count": 75}, {"action": {"confidence": 0.51, "explanation": "A fragmented social/side remark ('let one for me') that does not clearly advance the math task or coordination.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_032", "text": "let one for me. So in the term,", "turn_id": 4, "word_count": 8}, {"action": {"confidence": 0.98, "explanation": "Directs students how to form groups by color and where to move, managing participation and logistics.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_008", "text": "let's see the groups first and see which ones. All right, so what we're going to do is you're going to find your group based on the color of the circle on your name tag. So unknown_047's going to stand up and push their chair in, and you're going to find two other people that have the same color as you, and then Go find the station to work out. Anybody have red have red? Or is it red?", "turn_id": 5, "word_count": 79}, {"action": {"confidence": 0.97, "explanation": "Continues directing students to find group members and spots, which is collaboration logistics.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_008", "text": "Are you three? Find a spot once you have your third person, go ahead and join your crew. And then once they're all there, give it a yellow, pink. You guys got pink for purple, bright pink. My favorite names on the top up by your number,", "turn_id": 6, "word_count": 47}, {"action": {"confidence": 0.96, "explanation": "Assigns microphone roles ('who wants to wear the mic'), coordinating group setup rather than math reasoning.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_032", "text": "person_anon. Is coming around with a mic. Remember one of you will wear the mic. So who wants to be our Ruby soldier for names?", "turn_id": 7, "word_count": 25}, {"action": {"confidence": 0.96, "explanation": "Manages materials and microphone setup, telling others what to do with equipment.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_008", "text": "Your hand Perfect. Okay. Does someone have it on here? person_anon, I think we're missing a microphone. Can you", "turn_id": 8, "word_count": 19}, {"action": {"confidence": 0.87, "explanation": "Gives reminders about microphone use; this is procedural coordination.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_032", "text": "want to put in is the mic is not the one only call, in fact, if you have the mark, so, a reminder. Well, well, apparently. So let's", "turn_id": 9, "word_count": 28}, {"action": {"confidence": 0.95, "explanation": "Continues coordinating microphone/material handling and setup.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_008", "text": "find the yellow group, honey, artificial intelligence. Can I steal your microphone back? Sure. Thank you so much. Can someone put this just in your thing? Could you put in there? Thank you so much. So just like, peel it open, it's like, is it blocked? And then just perfect, awesome. Nobody says that, so they're trying to capture anyway.", "turn_id": 10, "word_count": 60}, {"action": {"confidence": 0.92, "explanation": "Helps place a student into the correct group, a participation-management move.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_008", "text": "You're confused, but he's going to this group of me for Yes, unless that one has yellow,", "turn_id": 11, "word_count": 17}, {"action": {"confidence": 0.91, "explanation": "Continues sorting students by color/group membership.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_008", "text": "yellow, okay, your choice. But if they have yellow too, they're more gold.", "turn_id": 12, "word_count": 13}, {"action": {"confidence": 0.65, "explanation": "Briefly accepts the arrangement ('that's okay, yeah, no, that's great') before transitioning to the problem; mostly receipt/uptake.", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_025", "text": "But if you have the opportunity, they're more so I think he's supposed to be here. That's okay, yeah, no, that's great. It's just all right. Are you ready for the problem? So", "turn_id": 13, "word_count": 33}, {"action": {"confidence": 0.99, "explanation": "Reads the coin-replacement problem and states the givens: 1001 pennies, every 2nd/3rd/4th replacement, and coin values.", "name": "identifying_relevant_elements_and_constraints"}, "role": "unknown", "speaker_id": "unknown_008", "text": "this problem is about coins. That's where we started with some coins tonight, and I'll read it out loud to you, and then you guys can dive in. So there are 1001 pennies lined up on a table, starting at one end of the line. I replace every second coin with a nickel. I then go back to the beginning and replace every third coin with a dime. Finally, I go back to the beginning and replace every fourth coin with a quarter. How much money is now on the table. So remember, a penny is worth one cent, a nickel is five cents, and a dime is 10 cents, and a quarter is 25 cents. All right, so this is not going to have an obvious answer. We're going to really dive in and work together on this and go ahead. So", "turn_id": 14, "word_count": 143}, {"action": {"confidence": 0.79, "explanation": "Checks whether everyone understands the scenario and invites questions about the setup.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_032", "text": "a couple of things. Are there any questions? First, everybody understand the scenario, and the second thing is, you guys were so good yesterday talking quietly in your group like you were in a real classroom with library voices, but it made it hard to pick up. So that's why you're wearing a mic. But also now, do not be as worried about being so quiet. You can talk in a normal voice if you want. Okay, good.", "turn_id": 15, "word_count": 78}, {"action": {"confidence": 0.73, "explanation": "Suggests solving by grouping the 1001 coins into sets of four plus one extra penny; this is a method proposal.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_015", "text": "There's 1001 pennies, because there's four types of coins, there would be 250 groups and then another penny. So maybe we can use groups first to think of it that way. We every second, one every cent but or not. Cent but wait, but there's 1001 50, yeah, and then we would have another, an extra bin. Oh, and if you need more paper, yes, so many papers, don't worry. So this is scent, and then we could just do the scent. So", "turn_id": 16, "word_count": 83}, {"action": {"confidence": 0.64, "explanation": "Asks which part corresponds to dividing by two and what 'every even number' means in the setup.", "name": "checking_what_a_number_or_step_represents"}, "role": "unknown", "speaker_id": "unknown_008", "text": "which one results in dividing by two. Even number, right? So, it's pink coins, an even number, right? Every", "turn_id": 17, "word_count": 19}, {"action": {"confidence": 0.69, "explanation": "Works through counting units and converting cents to dollars by dividing by 100, executing arithmetic within the proposed plan.", "name": "carrying_out_a_computation_step"}, "role": "unknown", "speaker_id": "unknown_015", "text": "third coins, it has to be. And then there's the 200 Wait. Do we need a count in doing dollars or in cents? Dollars? Yeah, dollars. We're supposed to count in dollars, right? Yep, oh, in dollars. So then we just add these up, at least I can divide by 100 in that pattern. Can you show me That's. Sure you don't have to do it. Now. What happens?", "turn_id": 18, "word_count": 69}, {"action": {"confidence": 0.85, "explanation": "Explains the group's method and calculations to an external listener who asked to be convinced, summarizing their process.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "unknown", "speaker_id": "unknown_032", "text": "I thought that was the person with the marker. Did you like the one? Yeah, another, yeah. All right, convince me that that's right. So we multiplied every so for the 25 cents is a quarter multiplied that by 250 because we, because there's 1000 pennies and there's four types of coins, so we could, like group them and then add another cent at the end, because it's an odd number. So then we multiply for a quarter by 250 to get 6250 and then we did the rest, and then divided it by 100 to get the dollar, all right", "turn_id": 19, "word_count": 101}, {"action": {"confidence": 0.79, "explanation": "Challenges the group's count of 250 quarters/nickels by testing whether that claim actually follows from the replacement process.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_032", "text": "for quarters. So why do you think that they're $250.02 150 nickels?", "turn_id": 20, "word_count": 12}, {"action": {"confidence": 0.86, "explanation": "Justifies the 250-each claim by explaining the assumed grouping into fours plus one penny.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_015", "text": "Because if you, if you group the four types of friends, there would be, there would be 250 of each, but there would still be one type of one left. And because you group the quarter as well. And the next set would be the penny. I see that's where the penny is too.", "turn_id": 21, "word_count": 54}, {"action": {"confidence": 0.94, "explanation": "Suggests testing the hypothesis on a smaller analogous case of 12 coins to see what happens.", "name": "reusing_a_previous_case_or_pattern"}, "role": "unknown", "speaker_id": "unknown_032", "text": "So there will never so I so if I were to model this and put out my pennies. And so we know we talked about doing a smaller problem, so test this out with some smaller number. And then really, really do it really, put down that little penny and go and change things. So according to your hypothesis, if I had 12 coins, 12 house, yeah, so I put out 12 pennies. Replace every other one with a nickel, every other then every third with a dime, and every fourth with a quarter with just 12 pennies. Look at what happens. Test your hypothesis. Okay, all right, remember, he can't think you gotta help him. He's the writer. Start us off with a penny.", "turn_id": 22, "word_count": 125}, {"action": {"confidence": 0.62, "explanation": "Tells the group they need to figure it out and speak up/share, managing engagement rather than adding math content.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_025", "text": "So we have to figure that part out. So remember to shout out and share and subscribe.", "turn_id": 23, "word_count": 17}, {"action": {"confidence": 0.97, "explanation": "Explains the 'spy on another group' procedure and how to return/report back, which is collaboration management.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_008", "text": "You can be a spy you can send someone from your group to go spy on another group if you're stuck and you need an idea. And if someone comes to spy on your group, you can tell them what they're doing and explain to them, but then you must go back to your regular group to talk about right? So you need an idea. Go", "turn_id": 24, "word_count": 66}, {"action": {"confidence": 0.7, "explanation": "Prompts the group to continue the small-case model step by step ('do we convert them?'), focusing on building the representation of replacements.", "name": "constructing_or_refining_a_representation"}, "role": "unknown", "speaker_id": "unknown_032", "text": "spy start. Yeah, well, start. What happens next? Do we convert them? Yeah, oh, we're gonna do okay. So if I kept going, then you are saying that this keeps happening. Wait, no, I keep this this", "turn_id": 25, "word_count": 37}, {"action": {"confidence": 0.95, "explanation": "Walks through marking the 12-coin model in stages: first 5s, then 10s, then 25s, explicitly building the representation.", "name": "constructing_or_refining_a_representation"}, "role": "unknown", "speaker_id": "unknown_032", "text": "guy briefly got to be a five. I got nothing right. That usually got to be a five. I love this. Every third so in fact, do it step by step, like this person did. So they did, this was a five, then this was a five, then that's a five, then that's a five, then that's a five, that's a five, right? And then every three was a 10, so that's a 10, that's a 10. Now there used to be a five, maybe. Every [PHONE_NUMBER], right? So now every four gets to be a 25 so this gets turned into a 25 where's The next 25 let's act it out. Turned into it.", "turn_id": 26, "word_count": 115}, {"action": {"confidence": 0.8, "explanation": "Uses the 12-coin case to ask what remains one and whether the 41-cent total implies the larger pattern, evaluating fit.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_032", "text": "My hands out five turned into a 10. Yeah, this one's a 10, right? This design, this is a one, this state of one. So at, I want you to do every, every row 12, just to see, really space it out. All right? They all started one, do any of them stay one? Just the last one? Are we? Why we're hot. 41 cents. Does that mean that this is going to have the Badger that", "turn_id": 27, "word_count": 77}, {"action": {"confidence": 0.9, "explanation": "Directs them to organize the work in rows/steps so the process is visible; this refines the representation of the sequence.", "name": "constructing_or_refining_a_representation"}, "role": "unknown", "speaker_id": "unknown_032", "text": "you have up here. Don't do it in their steps. This was step one in step two, they did the fives in step three, they did the 10s in step four, they did the 25 see what happens if you do it in a row anyway. Show your strategy. Show your strategy. Here. Is this our first one? Wait? Can I see our three?", "turn_id": 28, "word_count": 64}, {"action": {"confidence": 0.9, "explanation": "Compares the 12-coin model to the earlier '250 each' hypothesis by asking how many quarters/nickels should appear, testing the claim.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_032", "text": "So this is 12, right? What do you see happening in 20s? So you thought in 1000 there would be 250 quarters, 250 dimes, 250 nickels, by your hypothesis, 12. How many quarters Do you think there are many nickels? Do you think there are two. It what's left, right? So", "turn_id": 29, "word_count": 51}, {"action": {"confidence": 0.93, "explanation": "Explicitly points out that 'something weird has happened' and that replacements make them lose some coins they thought they had, diagnosing the flaw.", "name": "challenging_or_diagnosing_an_error"}, "role": "unknown", "speaker_id": "unknown_032", "text": "this is on the bottom. This is on the bottom. This is on the bottom. So it does appear that there are these are math. So I do have three quarters, three dimes. People, Something weird has happened here. person_anon, good. So something strange is happening. So we're going to have to figure out what happens when we replace things we lose some of the ones we thought we had, some things stay safe. Which ones get to stay the same? Is there a pattern that this happened Over and over and over. Remember, you?", "turn_id": 30, "word_count": 95}, {"action": {"confidence": 0.73, "explanation": "Restarts the process physically/visually ('replace every other') to show the sequence of changes in the model.", "name": "constructing_or_refining_a_representation"}, "role": "unknown", "speaker_id": "unknown_008", "text": "Yeah, I go back and I replace every other pennies. Just tell me, every other five pennies for and five", "turn_id": 31, "word_count": 20}, {"action": {"confidence": 0.63, "explanation": "Acknowledges that adjustments are needed after the earlier incorrect pattern assumption.", "name": "revising_the_method_or_answer"}, "role": "unknown", "speaker_id": "unknown_008", "text": "and five now we have to figure out. What do you want? You don't Know It Justin, included, adjustments. Probably", "turn_id": 32, "word_count": 20}, {"action": {"confidence": 0.55, "explanation": "A brief check-in ('Now, what guys?') seeking the group's current thinking.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_032", "text": "Now, what guys? Are You", "turn_id": 33, "word_count": 5}, {"action": {"confidence": 0.72, "explanation": "Asks what is being said/what gets changed, requesting clarification of the group's idea.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_007", "text": "saying? What gets", "turn_id": 34, "word_count": 3}, {"action": {"confidence": 0.9, "explanation": "Asks the group to talk through the same thing and catch the speaker up, explicitly requesting explanation.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_025", "text": "reversed? Guys talking through your same thing, catch me up. So can", "turn_id": 35, "word_count": 12}, {"action": {"confidence": 0.97, "explanation": "Identifies the group's mistaken assumption that the pattern is penny-nickel-dime-quarter repeating, then explains why that is the problem.", "name": "challenging_or_diagnosing_an_error"}, "role": "unknown", "speaker_id": "unknown_008", "text": "I tell you what I think your mistake was? Just because I saw him at a different group, you all made an assumption, it's going to go Penny, nickel, dime, quarter, Penny, nickel, dime, quarter. See what you did was a great idea. You thought, how many of those chunks am I going to have in 1001 okay, what you guys got? Okay, so you figured out that's 41 cents, and you divide it, okay. The problem with that is the pattern doesn't follow Penny, nickel, dime, quarter. So I think that's what the teacher was trying to show you here. Yes. So we need to figure out is how many of each coin. So let's just start with the first round. How many pennies do we have when we start the experiment? 1001 okay. So our second you want to join us? You can join us. Yep, just be a penny. Okay, I'll be right there to check the water. It's right up in front person_anon and get you one. Can you get her water? Thank you so much. Okay, so after we introduce the nickels, how many pennies are there, and how many nickels are there? If we go back and do every other coin changes to a nickel, 501 nickels and one 501 pennies. Okay, so now we gotta throw the dimes in there. Okay, what did you do in your head to figure out 1001 pennies turns? Into 500 nickels and 501 pennies. What did you do? Buy one because it was every other coin. Okay, so now we're going to do the same thing for dimes. So what do you think we need to do with every third coin becomes a dime? I like your idea. Go with it. See how it", "turn_id": 36, "word_count": 297}, {"action": {"confidence": 0.76, "explanation": "Suggests dividing 1001 by 3 to handle the dimes, proposing the next solution step.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_015", "text": "goes. What do we divide 1001 by three? Because, no, I think we divide a 1,001st pennies, $1,000 Yeah, one", "turn_id": 37, "word_count": 20}, {"action": {"confidence": 0.71, "explanation": "Discusses what quantity should be subtracted from nickels versus pennies, focusing on what the count represents in the process.", "name": "checking_what_a_number_or_step_represents"}, "role": "unknown", "speaker_id": "unknown_015", "text": "Penny as well. So that so, how would we subtract the 23333, by from the nickels. We would subtract it from the like doing anything to the nickels, because it's every second.", "turn_id": 38, "word_count": 32}, {"action": {"confidence": 0.78, "explanation": "Asks the group to prove the pattern will happen again, prompting a fit check on their emerging claim.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_008", "text": "Do I just like prove to me that that's going to happen again. So what should we", "turn_id": 39, "word_count": 17}, {"action": {"confidence": 0.97, "explanation": "Tests whether 333 + 500 + 501 matches 1001 and notes overlap/replacement, evaluating consistency with the total-coin constraint.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_008", "text": "do back? How many dimes? 333 Okay, so let's see 333 plus 500 plus 501 is that 1001 No, so some of these took over our dimes and nickels, or pennies and nickels. How many? Yeah, including one half of these. Exactly half what's? What's half of 333? It's gross, right? So we have to think about it. Is it exactly half? Which half is the pennies? Which half is the nickels? Keep thinking, you guys are on the right track. One,", "turn_id": 40, "word_count": 82}, {"action": {"confidence": 0.78, "explanation": "Offers a tentative split of 333 into about 166.5/167 and suggests taking it away from pennies because of the extra penny.", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_015", "text": "left 166.5 something, 60.5 so I think we'll take away from the pennies, because there's An extra penny. You What", "turn_id": 41, "word_count": 20}, {"action": {"confidence": 0.78, "explanation": "States a tentative total ('$3 and 41...'), offering a possible answer for consideration.", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_015", "text": "did you get? $3 and for one second. Will there be", "turn_id": 42, "word_count": 11}, {"action": {"confidence": 0.62, "explanation": "Briefly reports agreement with another group's result ('we got the same thing'), mainly acknowledging shared output.", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_026", "text": "167 we got it the same thing as they did. We got this again today. Oh,", "turn_id": 43, "word_count": 16}, {"action": {"confidence": 0.89, "explanation": "States uncertainty about how to subtract it, requesting help with the next step.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_015", "text": "oh, you have another question. I don't know how to subtract it from the Okay,", "turn_id": 44, "word_count": 15}, {"action": {"confidence": 0.93, "explanation": "Uses the small model to show that one of the earlier markings was wrong and identifies it explicitly ('this one was the wrong one').", "name": "challenging_or_diagnosing_an_error"}, "role": "unknown", "speaker_id": "unknown_008", "text": "so that we said this is how many dimes there's going to be, okay, so this is half of them. So let's see how many of them get replaced. So let's look at your smaller scale here. Okay, so these were all our pennies, then we got our nickels. This one was the wrong one. Oh, this was wrong. Can", "turn_id": 45, "word_count": 60}, {"action": {"confidence": 0.94, "explanation": "Suggests getting a new sheet and redoing the work, directing the shared workspace setup.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_008", "text": "we maybe get a new piece of paper and do like the whole scale over here? Would that be? Let me go get a new. Drivers. Think we're close. If", "turn_id": 46, "word_count": 30}, {"action": {"confidence": 0.96, "explanation": "Directs how to restart with 12 coins and how to mark/cross out values on paper, managing the shared representation process.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_008", "text": "we're spying, we go check in, and then we come back to our regular group. Okay, so make sure that we're not just joining. Okay, how many did you all decide to do for your coins, like, what scale did you pick? Well, 12. Okay, so is it okay, if I just start 12, can we start over? Okay, so let's act it out. Show me and when we're doing it, don't demolish it. Like, if we make these all pennies, do you want to do ones, or you want to do peas ones? Okay, so they're all a penny to start. Use your color cross out and do it underneath. But Don't, don't like cross it out so much that we can't do that. Okay, I'll come back", "turn_id": 47, "word_count": 129}, {"action": {"confidence": 0.82, "explanation": "Places 10s and 25s into positions in the drawn sequence, refining the small-case representation.", "name": "constructing_or_refining_a_representation"}, "role": "unknown", "speaker_id": "unknown_032", "text": "again. Be four. Would 10 be here? Wait, wait, then 25 to four, then 25 will be here. Behind The 2510,", "turn_id": 48, "word_count": 21}, {"action": {"confidence": 0.69, "explanation": "Directs where to continue writing on the paper ('we have to go over here'), a workspace-management move.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_026", "text": "yeah, these it this would also be one. So as you're doing here, so I like doing here, we have to go over here.", "turn_id": 49, "word_count": 24}, {"action": {"confidence": 0.79, "explanation": "Discusses where the 25 should go and how to count positions from the start, refining placement in the representation.", "name": "constructing_or_refining_a_representation"}, "role": "unknown", "speaker_id": "unknown_015", "text": "So I like doing here. One. Long isn't 25 supposed to be here? We started from 1234, so we count this first one questions that we count? Yeah, actually, we wouldn't, but this, this can't Be 25 left, maybe Just yeah, just keep on. Numbers. So recently, I said, every other one switch so 500 Yeah. Game In the it, whatever. Yeah, we're not adding", "turn_id": 50, "word_count": 65}, {"action": {"confidence": 0.79, "explanation": "Corrects a peer by saying they are 'not adding more,' identifying a mistaken interpretation of the process.", "name": "challenging_or_diagnosing_an_error"}, "role": "unknown", "speaker_id": "unknown_007", "text": "more. Not adding.", "turn_id": 51, "word_count": 3}, {"action": {"confidence": 0.89, "explanation": "Asks whether they see a pattern and whether they can quantify and test it, explicitly calling for evaluation of a proposed pattern.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_032", "text": "Did we see a pattern? Can you count? Can you quantify the pattern and then test your theory?", "turn_id": 52, "word_count": 18}, {"action": {"confidence": 0.73, "explanation": "Restates the current counts after the first replacement step: 500 nickels and 501 pennies.", "name": "identifying_relevant_elements_and_constraints"}, "role": "unknown", "speaker_id": "unknown_015", "text": "So we got 500 for our first thing, 500 nickels and 501 pending, yeah, and then we added in", "turn_id": 53, "word_count": 19}, {"action": {"confidence": 0.9, "explanation": "Points out why their earlier count was incomplete: some coins get replaced later, diagnosing the source of the issue.", "name": "challenging_or_diagnosing_an_error"}, "role": "unknown", "speaker_id": "unknown_032", "text": "some and that was good, except sometimes it's done and replaced that out. So that's why, if you can find something small, like 12, like our grade, and they always started, What happens", "turn_id": 54, "word_count": 33}, {"action": {"confidence": 0.84, "explanation": "Asks what happens next, requesting the next step in the process.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_008", "text": "next? You happens the one is dependent on", "turn_id": 55, "word_count": 8}, {"action": {"confidence": 0.87, "explanation": "Explains, using the 12-coin case, how replacements take away nickels and dimes and why those losses must be counted.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_032", "text": "eight so in 12, three times it took away a nickel. Right three times it took away, and when it was 10, and that quarter, one dime, made a dime of this. So can we count up how many times it replaced the nickels and the dimes? So how could convert 12 to 1000 and remember", "turn_id": 56, "word_count": 56}, {"action": {"confidence": 0.71, "explanation": "Suggests that what happens in 12, 24, etc. repeats by position number, proposing a repeating structure to scale up.", "name": "proposing_a_pattern_or_structural_model"}, "role": "unknown", "speaker_id": "unknown_032", "text": "that extra, Because this 12, what's happening in 1224, Something other so get replaced as positions number", "turn_id": 57, "word_count": 17}, {"action": {"confidence": 0.51, "explanation": "A fragmented prompt about figuring out how many of each, effectively seeking clarification of the current goal/step.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_032", "text": "divided why we have so much action trying to figure out how many of", "turn_id": 58, "word_count": 14}, {"action": {"confidence": 0.95, "explanation": "Introduces least common multiples as the organizing structure for when quarters replace other coins.", "name": "proposing_a_pattern_or_structural_model"}, "role": "unknown", "speaker_id": "unknown_032", "text": "each it's the least common, right? So it's a least common multiples, so however many 12 Quarters, they're going to end up being just 25 and takers away, a five added. So now we have to go back. We have to", "turn_id": 59, "word_count": 41}, {"action": {"confidence": 0.66, "explanation": "Asks whether the proposed evenness/pattern really happens, evaluating the structural claim.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_032", "text": "figure out I'd love what they're even but does it happen?", "turn_id": 60, "word_count": 11}, {"action": {"confidence": 0.55, "explanation": "A brief uptake move ('Does that make sense?') with little new content, mainly checking/marking receipt.", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_008", "text": "Then we're thinking about this, okay? Does that make sense? And I do want to. So what", "turn_id": 61, "word_count": 17}, {"action": {"confidence": 0.7, "explanation": "States what quantities still must be determined from here, naming the remaining task elements to track.", "name": "identifying_relevant_elements_and_constraints"}, "role": "unknown", "speaker_id": "unknown_008", "text": "we have to figure out five from here. Then also how many of our Penns are going to", "turn_id": 62, "word_count": 18}, {"action": {"confidence": 0.66, "explanation": "Clarifies that a value is 'an input' and asks which quantity is being referred to, focusing on interpretation of a step/number.", "name": "checking_what_a_number_or_step_represents"}, "role": "unknown", "speaker_id": "unknown_008", "text": "knock it's how many of our nickels 47 makes sense. So. So which? Now we just know that's an input, right? So every", "turn_id": 63, "word_count": 23}, {"action": {"confidence": 0.73, "explanation": "Describes a structural pattern of losses at every fourth/sixth position and suggests scaling from that pattern.", "name": "proposing_a_pattern_or_structural_model"}, "role": "unknown", "speaker_id": "unknown_032", "text": "four ever, how? Every four to five, every six. So you need to count how many times you lose points. Not just how many times did I put them up to start with, but how many times did you lose them if you think it it so I think we should still use but maybe we should Use 50 as like a bigger perspective, or we can can't draw all those, so We can use this and multiply I want to Go I want to go Every single fourth lost. Way so math now we have to figure out how morning, Actually every six every six minutes. Guys, do you Want The mic?", "turn_id": 64, "word_count": 113}, {"action": {"confidence": 0.78, "explanation": "Asks 'How much?'—a direct request for clarification of the quantity being discussed.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_011", "text": "How much? Yeah, that. That", "turn_id": 65, "word_count": 5}, {"action": {"confidence": 0.79, "explanation": "Performs multiplication and numerical combination with quarter counts and totals, executing arithmetic.", "name": "carrying_out_a_computation_step"}, "role": "unknown", "speaker_id": "unknown_026", "text": "would equal $30 quarters is 25 here times 2050 $50 quarters, 93, 17313, 393,", "turn_id": 66, "word_count": 14}, {"action": {"confidence": 0.87, "explanation": "Notes they miscounted and are now correcting the earlier 'school penny' theory, indicating repair after recognizing error.", "name": "revising_the_method_or_answer"}, "role": "unknown", "speaker_id": "unknown_011", "text": "we miscounted one now get. It. Now we see, hopefully get the answer. We got that wrong last time when we said It was school. Penny, Wait. Penny, my theory, Hey, with any patterns.", "turn_id": 67, "word_count": 34}, {"action": {"confidence": 0.74, "explanation": "A brief expression of uptake/realization ('I see. Let me get it right now') without substantive new reasoning.", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_011", "text": "I see. Let me get it right now. That was everything", "turn_id": 68, "word_count": 11}, {"action": {"confidence": 0.68, "explanation": "Attempts arithmetic with 500, 501, division, and halving, carrying out numerical operations even though uncertain.", "name": "carrying_out_a_computation_step"}, "role": "unknown", "speaker_id": "unknown_008", "text": "around the to get 500 and The 501 divided by 1001 500 by two for I don't know how to do that you're", "turn_id": 69, "word_count": 23}, {"action": {"confidence": 0.86, "explanation": "Expresses confusion and affect ('Wow... I even forgot what step we're at') rather than advancing the math.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_007", "text": "We Now, I just, Wow, you. Look. Up any ideas. I even forgot what step we're at.", "turn_id": 70, "word_count": 17}, {"action": {"confidence": 0.62, "explanation": "A minimal receipt/filler turn ('We we') with no substantive content.", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_026", "text": "We we", "turn_id": 71, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "Closes the activity for a snack break and directs students back to seats, framing the next phase of class.", "name": "orienting_to_lesson_or_activity"}, "role": "unknown", "speaker_id": "unknown_008", "text": "are going to pause here because I think you're ready for a snack break, and I think your brains are turning into mush from talking about all these points. So why don't we head back to our seats? I think this is a beautiful thing. Want to", "turn_id": 72, "word_count": 47}, {"action": {"confidence": 0.84, "explanation": "Includes affective commentary ('I think this is impossible. My legs hurt') that is not advancing mathematical reasoning.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_015", "text": "force her. I think this is such beautiful thinking about these words, and we will reconvene and talk about this talk tomorrow. I think this is impossible. My legs hurt so", "turn_id": 73, "word_count": 31}, {"action": {"confidence": 0.59, "explanation": "Fragmented, mostly non-mathematical/end-of-transcript chatter with no clear collaborative math function.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_015", "text": "bad. You that pattern in order. Experiment in a bit. Um, okay? Why not? [SOURCE_TRANSCRIPT_NAME]", "turn_id": 74, "word_count": 15}, {"action": {"confidence": 0.96, "explanation": "This auto-generated meeting summary packages the group's process, conclusions, and action items for an external audience.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "unknown", "speaker_id": "unknown_023", "text": "[OTTER_SUMMARY_URL] The meeting focused on problem-solving strategies using a coin replacement scenario. Participants discussed replacing every second coin with a nickel, every third with a dime, and every fourth with a quarter, starting with 1001 pennies. They calculated the new coin values: 501 pennies, 500 nickels, 333 dimes, and 167 quarters, totaling $25.02. The group emphasized the importance of identifying patterns and testing hypotheses with smaller numbers. They also highlighted the need for strategic thinking and the value of making mistakes to refine strategies. The session concluded with a plan to reconvene and continue the discussion. Action Items [ ] Determine the number of pennies, nickels, dimes, and quarters on the table after the replacements. [ ] Identify the pattern of how the coins are replaced and test it on a smaller scale (e.g., 12 coins) to understand the process. [ ] Reconvene after the break to continue discussing the problem and work towards a solution. Outline Group Formation and Problem Introduction unknown_008 discusses the importance of identifying patterns and drawing related problems, emphasizing the strategic nature of these activities. unknown_032 introduces the concept of \"flail\" and \"pick up your pencil\" as problem-solving strategies, encouraging participants to dive into problems without hesitation. Participants are instructed to form groups based on the color of their name tags, with unknown_008 and unknown_032 assisting in the process. unknown_008 explains the problem involving 1001 pennies and the replacement of every second, third, and fourth coin with nickels, dimes, and quarters, respectively. Initial Group Discussions and Strategies unknown_032 encourages participants to speak freely and not worry about being too quiet, as they will be wearing microphones. unknown_015 suggests dividing the 1001 pennies into groups of four to simplify the problem, considering the different types of coins. Participants discuss the need to count in dollars and the pattern of replacing coins, with unknown_015 emphasizing the importance of dividing by 100 to get the total in dollars. unknown_032 and unknown_015 debate the number of each type of coin, with unknown_015 hypothesizing that there would be 250 of each type of coin, plus an extra penny. Testing Hypotheses and Identifying Patterns unknown_032 suggests testing the hypothesis with a smaller number of coins, such as 12 pennies, to see how the replacement process works. Participants start acting out the replacement process, replacing every second coin with a nickel, every third coin with a dime, and every fourth coin with a quarter. unknown_032 and unknown_015 notice that some coins remain unchanged, and they discuss the pattern of replacements and the impact on the total value. unknown_008 and unknown_032 help participants understand the mistakes in their calculations, emphasizing the need to consider the pattern of replacements accurately. Refining Calculations and Addressing Mistakes unknown_008 explains the process of replacing every second coin with a nickel, resulting in 501 pennies and 500 nickels. Participants discuss the next step of replacing every third coin with a dime, dividing 1001 by 3 to get the number of dimes. unknown_008 and unknown_015 calculate the number of dimes and pennies remaining after the replacements, noting that some coins are lost in the process. unknown_032 and unknown_015 emphasize the importance of counting the number of times each coin is replaced to get the final total. Final Calculations and Conclusion Participants continue to refine their calculations, discussing the impact of replacing every fourth coin with a quarter. unknown_032 and unknown_015 work through the pattern of replacements, noting that some coins remain unchanged and others are lost. unknown_008 and unknown_032 help participants understand the final calculations, emphasizing the need to consider the pattern of replacements accurately. The session concludes with participants expressing their understanding of the problem and the importance of identifying patterns and testing hypotheses.", "turn_id": 75, "word_count": 616}], "word_count": 3883}
{"day": 2, "grade_band": "7-8", "session_id": "conv_041", "speaker_count": 10, "speakers": [{"role": "unknown", "speaker_id": "unknown_007"}, {"role": "unknown", "speaker_id": "unknown_008"}, {"role": "unknown", "speaker_id": "unknown_011"}, {"role": "unknown", "speaker_id": "unknown_015"}, {"role": "unknown", "speaker_id": "unknown_021"}, {"role": "unknown", "speaker_id": "unknown_023"}, {"role": "unknown", "speaker_id": "unknown_025"}, {"role": "unknown", "speaker_id": "unknown_026"}, {"role": "unknown", "speaker_id": "unknown_032"}, {"role": "unknown", "speaker_id": "unknown_051"}], "task_id": "one_thousand_one_pennies", "task_name": "1001 Pennies", "turn_count": 107, "turns": [{"action": {"confidence": 0.95, "explanation": "Sets up general problem-solving strategies for the activity rather than working on the specific coin problem yet.", "name": "orienting_to_lesson_or_activity"}, "role": "unknown", "speaker_id": "unknown_008", "text": "Both making a model kind of goes with drawing a picture, identifying a pattern. So I think identifying a pattern and drawing a similar related problem, taking it down to smaller scale might be helpful, writing a number sentence, yes, and check. I always add the word strategic in front of it. You don't want to just randomly guess, educating", "turn_id": 1, "word_count": 60}, {"action": {"confidence": 0.91, "explanation": "Continues framing the class activity as using helpful strategies for challenging problems.", "name": "orienting_to_lesson_or_activity"}, "role": "unknown", "speaker_id": "unknown_008", "text": "forward, leaning backwards. So these are really great strategies. We tackle some intense", "turn_id": 2, "word_count": 13}, {"action": {"confidence": 0.98, "explanation": "Teacher-like speaker introduces general problem-solving norms ('flail,' 'pick up your pencil') before the task work.", "name": "orienting_to_lesson_or_activity"}, "role": "unknown", "speaker_id": "unknown_032", "text": "problems. So one thing I ran across Maa, the mathematic Association of America, their list of problem solving strategies has as number one, flail. What does that mean? Flail? Anyone know that word? So this is flail. That is just try. And number two is pick up your pencil, so just dive in. A lot of times we stand back and look at a problem and like, no, no, I don't know. I don't think I can do this, but we just need to jump right in, jump into the deep end, and start flailing about. So we'll be picking up our markers.", "turn_id": 3, "word_count": 103}, {"action": {"confidence": 0.96, "explanation": "Explains lesson norms about trying ideas and mistakes, then transitions to group formation.", "name": "orienting_to_lesson_or_activity"}, "role": "unknown", "speaker_id": "unknown_008", "text": "And sometimes when you do something, if you've made a mistake, it can kind of trigger the right strategy to come about. Because when you see why something didn't work, you're like, Oh, I must have to do something else instead. So it can help you just to try different ideas. Okay, so we're going to get in groups today, and the secret group is actually on your name.", "turn_id": 4, "word_count": 69}, {"action": {"confidence": 0.7, "explanation": "Directs attention to name tags and grouping logistics rather than math content.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_032", "text": "Notice your name tag, our new name tag. Let's, let's see. What do you hate?", "turn_id": 5, "word_count": 15}, {"action": {"confidence": 0.97, "explanation": "Gives instructions for finding group members and stations based on color.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_008", "text": "Your group based on the color of the circle on your name tag. So you're going to find two other people that have the same color as you, and then go find the station to work out anybody", "turn_id": 6, "word_count": 38}, {"action": {"confidence": 0.93, "explanation": "Coordinates students into groups and tells them to find spots and join crews.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_025", "text": "else. Anyone else have yellow No, but I'm different. We're just going in the same No, we're just in the same group already. So person_anon, find your spot, because I always Are you free? Can you find a spot once you have your third person? Go ahead and join your crew.", "turn_id": 7, "word_count": 51}, {"action": {"confidence": 0.52, "explanation": "Brief directive ('Here. Delete') appears to manage workspace/materials.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_015", "text": "Here. Delete", "turn_id": 8, "word_count": 2}, {"action": {"confidence": 0.86, "explanation": "Continues organizing students by color/group membership.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_008", "text": "your proof. Yellow, Pink. You guys got pink for purple, bright pink. My favorite color number. What color Is this? I forgot. You're aware. You can perfect. Okay,", "turn_id": 9, "word_count": 28}, {"action": {"confidence": 0.56, "explanation": "Brief receipt/transition word ('good. Remember') with little substantive content.", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_015", "text": "good. Remember,", "turn_id": 10, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Gives participation norms about who talks and who holds the marker.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_032", "text": "the one with the mic is not the one only. In fact, if you have the marker, you're not talking, but everywhere, that's where you get the marker. I don't want to talk.", "turn_id": 11, "word_count": 33}, {"action": {"confidence": 0.97, "explanation": "Frames the broader purpose of the week and the recording/AI research context.", "name": "orienting_to_lesson_or_activity"}, "role": "unknown", "speaker_id": "unknown_032", "text": "So a reminder, remember, this week is a grant where we're collecting What do kids say when they solve problems? What? What is their language? Because they're trying to engage artificial intelligence", "turn_id": 12, "word_count": 32}, {"action": {"confidence": 0.88, "explanation": "Playful comment about language being 'gibberish' rather than advancing the task.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_007", "text": "that mimics English. My language is English, but mimics, actually gibberish. It helps with problems,", "turn_id": 13, "word_count": 15}, {"action": {"confidence": 0.71, "explanation": "Mixes social comments with coordinating who can join which group.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_007", "text": "and then the fruit type. Yeah, and in the prototype, they did a test, okay, it's not the same. He can join you guys. Y'all like my colleague, y'all like my mic. It's okay. I think this. A good group. I think one of the yellows is confused. How can you speak", "turn_id": 14, "word_count": 52}, {"action": {"confidence": 0.74, "explanation": "Mostly confirms group arrangement/readiness ('that's okay... are you ready').", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_008", "text": "yellow? Okay, more choice. But if they have yellow too, they're more cold. That's okay. Yeah, no, that's great. All right. Are you ready? Sure. Wait you're ready.", "turn_id": 15, "word_count": 28}, {"action": {"confidence": 0.99, "explanation": "Reads the full 1001-pennies problem and states the coin values and goal.", "name": "identifying_relevant_elements_and_constraints"}, "role": "unknown", "speaker_id": "unknown_008", "text": "Hey, I'll read out to you, and then you guys can dive in. So there are 1001 pennies lined up on a table, starting at one end of the line. I replace every second coin with a nickel. I then go back to the beginning and replace every third coin with a dime. Finally, I go back to the beginning and replace every fourth coin with a quarter. How much money is now on the table. So remember, a penny is worth one cent, a nickel is five cents, and a dime is 10 cents, and a quarter is 25 cents. All right, so this is not going to have an obvious answer. We're going to really dive in and work together on this and go ahead a couple of things. Are there any", "turn_id": 16, "word_count": 134}, {"action": {"confidence": 0.68, "explanation": "Starts by inviting questions about the scenario; nearby fragmented student talk also reflects trying to understand setup.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_032", "text": "questions? First, everybody understand the scenario the first and the second thing is just 100 so good talking quietly in your group like you were in a real classroom with library voices, but it made it hard to pick up. So that's why you're wearing life. But also now do not be as worthy about being so quiet you've been Talking in a normal way. Okay? Been talking. Okay, right? Okay, so, so every 121, yeah, it's alternating. Mean, you have one? No? So, oh my gosh. Wait, 101, no. Now I can't split that either. Yeah, I was thinking you could, like, minus, like, the half, two.", "turn_id": 17, "word_count": 108}, {"action": {"confidence": 0.77, "explanation": "Explains why replacing every second coin gives about 500 replacements starting from one end.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_026", "text": "Two. So if you are starting at one end of the line, then that means that you will place for your second coin. So that means the second 1000. So that would be 505 so 501 50 pennies would be 10 or one plus $25.20, is 25 but then you can't say your ideas. So how about I write your ideas? She should, you. 1001,", "turn_id": 18, "word_count": 65}, {"action": {"confidence": 0.92, "explanation": "Performs arithmetic for 500 pennies removed, 500 nickels added, and intermediate totals.", "name": "carrying_out_a_computation_step"}, "role": "unknown", "speaker_id": "unknown_026", "text": "so that means, if you replace every second, then that would be 500 pennies. Yeah, it would be 500 because you started and you will place the second total 1000 so this means that you so this means so with the 500 to 500 pennies, $5 when you subtract that volcano one, that's 501 and you.", "turn_id": 19, "word_count": 56}, {"action": {"confidence": 0.93, "explanation": "Suggests writing out 1,2,3,4... in a line as a representation of the coin positions.", "name": "constructing_or_refining_a_representation"}, "role": "unknown", "speaker_id": "unknown_025", "text": "But, like I can't. Maybe we should see the complicated thing and just write 1234, maybe, maybe not. We could write 910, yeah, times 100 because it would be in a line. And I want to be at", "turn_id": 20, "word_count": 38}, {"action": {"confidence": 0.89, "explanation": "Continues arithmetic with removing pennies, adding nickels, and then considering division by 3 for dimes.", "name": "carrying_out_a_computation_step"}, "role": "unknown", "speaker_id": "unknown_026", "text": "five. So if you take away five pennies and you replace them, so you we've taken away 500 pennies, so now we have 501, we replace it with 500 nickels. That would be 2500 so add 2500 What do you mean? 25 501 that would be 301 and two. So you go, then you go back to the beginning, and you replace every third coin With a dime. So let's divide by three points.", "turn_id": 21, "word_count": 74}, {"action": {"confidence": 0.71, "explanation": "Notes there are four types of coins, highlighting key task elements.", "name": "identifying_relevant_elements_and_constraints"}, "role": "unknown", "speaker_id": "unknown_011", "text": "So work on there's four types of points", "turn_id": 22, "word_count": 8}, {"action": {"confidence": 0.75, "explanation": "Suggests the arrangement will be repeating and tries to characterize the third-coin pattern structurally.", "name": "proposing_a_pattern_or_structural_model"}, "role": "unknown", "speaker_id": "unknown_026", "text": "we're open. Wait, wait, no, it's gonna keep it's gonna be it's repeating. However, if we replace f for you, if we go back to the beginning and replace every third point, then we will have one more all the way up to have one four all the way up one, I've always thought that it would be three to 999, so that would be 999, times would be 9990 to wait.", "turn_id": 23, "word_count": 72}, {"action": {"confidence": 0.86, "explanation": "Encourages writing ideas/calculations down, managing how to use the workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_007", "text": "Yeah, you can write your like thing on, roughly, if you suck too hard to put in your mind, you can put it on. Just write it now. If you need to do calculations on paper, what do you need to do? The time? Quick?", "turn_id": 24, "word_count": 45}, {"action": {"confidence": 0.78, "explanation": "Attempts to divide into three parts and estimate the number of dimes.", "name": "carrying_out_a_computation_step"}, "role": "unknown", "speaker_id": "unknown_007", "text": "So every third corn for the dime, so we would have to divide it into three parts. Would be 250 250 dimes, or, yeah, dimes. But it fish. Oh, wait 500 Okay, wait something else, like I Hit my eyeball. What?", "turn_id": 25, "word_count": 41}, {"action": {"confidence": 0.95, "explanation": "Advises testing the theory with a smaller case, explicitly reusing a smaller analogous example.", "name": "reusing_a_previous_case_or_pattern"}, "role": "unknown", "speaker_id": "unknown_032", "text": "Remember the teacher shared some strategies, 1001 is pretty many test your theories with something smaller. Yeah,", "turn_id": 26, "word_count": 17}, {"action": {"confidence": 0.66, "explanation": "Asks if others want to hear a new rule, managing participation flow.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_011", "text": "I have a new rule. Just want to hear my new rule, sure", "turn_id": 27, "word_count": 13}, {"action": {"confidence": 0.98, "explanation": "Introduces the 'spy' rule and coordinates how groups can interact with others.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_008", "text": "you can be a spy. Spy. You can send someone from your group to go spy on another group if you're stuck and you need an idea. And if someone comes to spy on your group, you can tell them what you're doing and explain them, but then you come back to your regular group to talk about", "turn_id": 28, "word_count": 58}, {"action": {"confidence": 0.82, "explanation": "Mostly playful social talk about spying/coming over, not substantive math progress.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_007", "text": "go, because I have microphone Three. Welcome, welcome. I've decided to come, I'm kidding, I have chosen to come over here, supposed to make a deer. You're actually sold it because, like I, I was actually, we have a deer. Well, I'll be a", "turn_id": 29, "word_count": 44}, {"action": {"confidence": 0.8, "explanation": "Joking about having 'nothing' from spying; social rather than mathematical.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_007", "text": "deer, guys, don't you want to tell us your theory? Not actually so far. Oh, okay, thank you. Thank you for coming. Wait, what? Wait, no, I came to spying. I got nothing. I got nothing.", "turn_id": 30, "word_count": 36}, {"action": {"confidence": 0.97, "explanation": "Asks what 166 means and why it was divided by 3, focusing on interpretation of an intermediate number/step.", "name": "checking_what_a_number_or_step_represents"}, "role": "unknown", "speaker_id": "unknown_008", "text": "Let me see first round, right. Okay, so where does 166 come into five. Why did you divide that by three? We're struggling", "turn_id": 31, "word_count": 23}, {"action": {"confidence": 0.86, "explanation": "Suggests using a proportion from 10 coins to scale up the total money.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_011", "text": "anyways, so wait. But I think maybe if you do like a proportion like, Okay, we have 10 here. How we calculate how much money this is, and if it's like, so, if it's like, this much money for 10 points, what money I do have the microphone not recording. Okay, the time is so we add all this up.", "turn_id": 32, "word_count": 60}, {"action": {"confidence": 0.88, "explanation": "States confusion about another person's work and seeks understanding of it.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_007", "text": "What I know, what it well, I'm confused on yours. Yeah, I still got nothing from nobody. Okay? I want to ask that one so every row,", "turn_id": 33, "word_count": 27}, {"action": {"confidence": 0.85, "explanation": "Proposes using a laid-out arrangement instead of division as the solving method.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_007", "text": "okay, so the only common denominator that I see from everybody is they're all like, putting a layout instead of just doing division. So like, shouldn't we like? And we can use this if we want. We're allowed to use this times that these probably have.", "turn_id": 34, "word_count": 46}, {"action": {"confidence": 0.83, "explanation": "Begins writing/voicing a sequential layout of penny and nickel placements.", "name": "constructing_or_refining_a_representation"}, "role": "unknown", "speaker_id": "unknown_007", "text": "The same thing, better than Penny dot nickel, Penny nickel, Penny nickel. Every single 10 is a nickel. Wait, every single 10, no, every second.", "turn_id": 35, "word_count": 25}, {"action": {"confidence": 0.87, "explanation": "Continues building the explicit coin pattern representation through the sequence.", "name": "constructing_or_refining_a_representation"}, "role": "unknown", "speaker_id": "unknown_007", "text": "And then Chinese nickel, darn quarter Penny, nickel, diamond quarter. Penny, nickel dime, quarter Penny. Nicole died, and then we have a ton more chairs.", "turn_id": 36, "word_count": 25}, {"action": {"confidence": 0.59, "explanation": "Brief directive ('Do this') about proceeding on the task/workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_015", "text": "Do this", "turn_id": 37, "word_count": 2}, {"action": {"confidence": 0.62, "explanation": "Starts with pattern talk but quickly shifts into snack chatter about pretzels and goldfish; overall off-task/social.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_007", "text": "quarter, okay? No, no, this is Penny, Penny, Penny, Penny nickel, Penny nickel, Penny nickel time, Penny nickel, quarter. It's like one, so it's each one. So like you remember it says the second one, how you doing, doing good. It would only cost, like, a lot of money, pretzels. In bed. I like, Okay, wait, gluten free, pre pretzels, pretzels or goldfish feels better. Pretzels or Well, I like pretzels, but like the gluten free pretzels are so much better they are. Hey guys, how? Human. Hey guys,", "turn_id": 38, "word_count": 89}, {"action": {"confidence": 0.99, "explanation": "Asks peers whether fish or pretzels are better, clearly off-task.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_007", "text": "how was your it's going. It's going going, Hey, which one's better? What fish or pretzels? Not counting dots,", "turn_id": 39, "word_count": 19}, {"action": {"confidence": 0.92, "explanation": "Responds about pretzels and snack brands before a transition back to work.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_025", "text": "pretzels actually waiting on pretzels. Dots. Like person_anon. Oh, what are those? My name? Okay, so I think this way.", "turn_id": 40, "word_count": 20}, {"action": {"confidence": 0.7, "explanation": "Prompts another person to say something and participate.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_015", "text": "Name. Oh, he's just trying to find out how much money the court would you like? Say, anything? No, okay. Monkey,", "turn_id": 41, "word_count": 21}, {"action": {"confidence": 0.68, "explanation": "Says they then need to add things together, indicating next procedural step.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_007", "text": "did you we're doing good. So then we have to add them together. Could have been 15 and", "turn_id": 42, "word_count": 18}, {"action": {"confidence": 0.97, "explanation": "Teacher tests their quarter-of-each hypothesis with a smaller case of 12 to see if it holds.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_032", "text": "you did a little one, you did a smaller one. And so you anticipated that this, you figure 1000, a fourth of them are what you think it is. How many do you do? 369, 10, let's do 12. Okay, indivisible by four. Like your 1000. I like the purple. What happened there? Okay, so go back, because your pattern is lovely, and see if is lovely, and", "turn_id": 43, "word_count": 68}, {"action": {"confidence": 0.57, "explanation": "Brief uptake question clarifying what to check next ('see if what').", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_007", "text": "see if what, because we never finished the dime quarter for this one.", "turn_id": 44, "word_count": 13}, {"action": {"confidence": 0.98, "explanation": "Continues checking the hypothesis by asking whether 12 coins really gives three of each type.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_032", "text": "So and you also, based on your hypothesis, you predict that it would be 333, a fourth. That's what you and then that last penny, which, if we did 13, that guy would be a penny. I don't know how. Alright, so this is your final based on your hypothesis, if I do 12 things, that will be three of each of them, is that true? Three of each of each type of coin, when I'm all done, you said 1/4 of the coins, considering 1000 not this one extra day, but 1/4 of them would be each kind. Is that true in your 12 do we have three of everything?", "turn_id": 45, "word_count": 111}, {"action": {"confidence": 0.81, "explanation": "Responds about whether the smaller-case check works, evaluating the hypothesis fit.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_007", "text": "No, well, we have no. We have three of everything. Yeah, the path. And we do the", "turn_id": 46, "word_count": 17}, {"action": {"confidence": 0.9, "explanation": "Points out the pattern/check does not follow and says to check the arithmetic/plan.", "name": "challenging_or_diagnosing_an_error"}, "role": "unknown", "speaker_id": "unknown_007", "text": "pattern doesn't follow, honey, Penny, pennyckle, nickel, dime, dime, dime, quarter, quarter, quarter, quarter. First go back and do that. Hypothesis three of each plus three if we went to 13. Visible. So this check your arithmetic. That means, what? How you attacked it, your plan. Your plan, right? So let's say two I'm Are you two? You never know, because unknown_047 makes mistakes. Okay? Wait", "turn_id": 47, "word_count": 66}, {"action": {"confidence": 0.67, "explanation": "Asks whether other groups who got an answer got the same result.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_007", "text": "the people who have gotten like, an answer, did they get that? I have one other answer like", "turn_id": 48, "word_count": 18}, {"action": {"confidence": 0.94, "explanation": "Asks how they did it, requesting explanation of another method.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_032", "text": "that, but that doesn't match. That's why I have to figure Well, how'd you do it", "turn_id": 49, "word_count": 16}, {"action": {"confidence": 0.88, "explanation": "Explains an alternative method starting from quarters because quarters will not change later.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_032", "text": "similarly so if I did replace but I started with quarters because I know quarters will never change so much like you did. And if I have 1001 pennies, I know I'm going to have 250 Yes, like you did. So that means I need to take those pennies away and change that so Now I only have 700 and replacement 50. So you in fact, Penny,", "turn_id": 50, "word_count": 67}, {"action": {"confidence": 0.78, "explanation": "Says they have an answer but are unsure if it is wrong, evaluating correctness.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_007", "text": "we thought we got the answer, but we can't tell if it's wrong. We just did all that work. What one.", "turn_id": 51, "word_count": 21}, {"action": {"confidence": 0.9, "explanation": "Summarizes another group's reasoning that 41 cents repeats every 4 coins.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_008", "text": "What they're doing is they're thinking 41 cents repeats every four points. And so they divided 41", "turn_id": 52, "word_count": 17}, {"action": {"confidence": 0.87, "explanation": "Continues explaining that the group assumed a fourth of the coins would be each type.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_032", "text": "cents into 1001 they did it by fourth. You know they did a fourth of them would be each kind. And then they were I don't want this to fall I feel like it's gonna fall out. This is good. This is good. Yeah, it starts at the second, Yeah, same.", "turn_id": 53, "word_count": 51}, {"action": {"confidence": 0.77, "explanation": "Notes their answer matched another computation but is still under question, focusing on correctness.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_007", "text": "Your math is mathing, and we just did a lot of division. We thought we got the correct answer. We got the same answers, but they said was wrong.", "turn_id": 54, "word_count": 29}, {"action": {"confidence": 0.95, "explanation": "Affective comment about being recorded and worrying about getting the answer wrong.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_011", "text": "Okay, the worst part is that we're being recorded, so people are going to be like, answer, get the right Answer, and I'm like, student_020. I like to smiley face.", "turn_id": 55, "word_count": 30}, {"action": {"confidence": 0.76, "explanation": "Reiterates that they got the same answer as another group but do not know whether it is right.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_007", "text": "We already got our answer, but it was wrong. What is wrong? We got it. It's the same thing as they did. We got the same answer. They did, but they said, but we did a whole different way. I said, I don't know. No, we didn't. No, we didn't.", "turn_id": 56, "word_count": 50}, {"action": {"confidence": 0.88, "explanation": "Explains which entries stay the same when quarters are placed into the pattern.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_032", "text": "Oh, okay, in your chart. Thank you. Okay, so you made it work. So when we put in the quarters, so here was the quarter, so the only thing that would change is here. So this stayed a dime, this stayed a nickel, this stayed a dime, this stayed a penny, this stayed a dime, this stayed a", "turn_id": 57, "word_count": 58}, {"action": {"confidence": 0.87, "explanation": "Continues explaining how earlier placements remain and where the line/pattern went wrong.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_032", "text": "penny, this stayed a nickel. They don't change again, so we do this is right. And we do every other one. This is right. We did every third one, but this line went", "turn_id": 58, "word_count": 33}, {"action": {"confidence": 0.92, "explanation": "States there should not be three of each and tells them to fix the last part after recognizing the issue.", "name": "revising_the_method_or_answer"}, "role": "unknown", "speaker_id": "unknown_032", "text": "goofy, so let's do this last one. Well, you guys had me convinced. Oh, that's good. God. Should not work. There should not be three of each. All right, fixed the last Yeah, we got you convinced, even though kind of wrong, I could have been scanned, so we had to keep it all in line, I guess. All right, she's doing", "turn_id": 59, "word_count": 62}, {"action": {"confidence": 0.79, "explanation": "Comment on someone doing 'a lot of talking,' more social/evaluative than mathematical.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_051", "text": "a lot of talking", "turn_id": 60, "word_count": 4}, {"action": {"confidence": 0.74, "explanation": "Talks about getting paper and writing, coordinating materials/workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_015", "text": "and writing. Okay? Yeah, piece, yeah, okay, so now that we have this right piece of paper, yeah, okay. Wait where she got one, where she got point,", "turn_id": 61, "word_count": 28}, {"action": {"confidence": 0.88, "explanation": "Says to grab a piece of paper, which is workspace/material management.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_015", "text": "what? Okay, yeah, just let me grab a piece of paper. My friend", "turn_id": 62, "word_count": 13}, {"action": {"confidence": 0.95, "explanation": "Coordinates microphone handoff while leaving for the bathroom.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_007", "text": "needs to go to the bathroom. Who wants the microphone while I'm gone? There you go. Okay, so this is,", "turn_id": 63, "word_count": 20}, {"action": {"confidence": 0.61, "explanation": "Says they need to know what a quantity/value is in the current work.", "name": "checking_what_a_number_or_step_represents"}, "role": "unknown", "speaker_id": "unknown_025", "text": "like the right this guess we have to know the doing here. We have and then, give me that 127,", "turn_id": 64, "word_count": 20}, {"action": {"confidence": 0.84, "explanation": "Suggests starting with quarters and asks whether to multiply values by 12 or otherwise proceed.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_025", "text": "2000 so, and then, and then, would we have to time the value like the three pennies would be three cents. So would we have to times that by 12? Or would we have to time oh, let's just start with the orders. So", "turn_id": 65, "word_count": 44}, {"action": {"confidence": 0.69, "explanation": "Asks how someone figured it out and what happened recently.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_015", "text": "tell me how you figured that out. What happened recently? I wait, 12. Wait, this is the final order, 500 divided by two. Yes. Nickel and dime are all dime Are all Never mind. Do you think think", "turn_id": 66, "word_count": 38}, {"action": {"confidence": 0.58, "explanation": "Briefly gives an arithmetic move ('10. Add').", "name": "carrying_out_a_computation_step"}, "role": "unknown", "speaker_id": "unknown_015", "text": "10? Add", "turn_id": 67, "word_count": 2}, {"action": {"confidence": 0.87, "explanation": "Writes out a symbolic sequence like P, N, Q, D to represent the coin order.", "name": "constructing_or_refining_a_representation"}, "role": "unknown", "speaker_id": "unknown_025", "text": "much p and d q and d p, Q, D, P, N, Q, it, don't change Your Mind. You three.", "turn_id": 68, "word_count": 20}, {"action": {"confidence": 0.8, "explanation": "Asks 'What happened?' seeking an update/explanation from peers.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_021", "text": "What happened? Oh, um,", "turn_id": 69, "word_count": 4}, {"action": {"confidence": 0.71, "explanation": "States the goal is to find how many of one type there are, naming a key quantity to track.", "name": "identifying_relevant_elements_and_constraints"}, "role": "unknown", "speaker_id": "unknown_025", "text": "okay, so we need to find out how many we need to find out, like, how many one is", "turn_id": 70, "word_count": 19}, {"action": {"confidence": 0.79, "explanation": "Proposes that position one will always remain a penny and generalizes penny count from that structure.", "name": "proposing_a_pattern_or_structural_model"}, "role": "unknown", "speaker_id": "unknown_007", "text": "always going to be the pennies, because each one is the penny. So Penny will always be 251, and then so what our mistake is they said that, wait. We can remember that extra decimal is always about each one, you get a decimal. We can ask, Oh my gosh, it's not right.", "turn_id": 71, "word_count": 53}, {"action": {"confidence": 0.94, "explanation": "Asks why they divided by 4 and what 'four coins' meant in the reasoning.", "name": "checking_what_a_number_or_step_represents"}, "role": "unknown", "speaker_id": "unknown_007", "text": "I thought each penny. I thought each one is the penny and then an end, yeah, all right, I like that idea, yeah. So tell me this. I like this right here. Why'd you divide it by four because of four coins. What were you thinking four points? Okay,", "turn_id": 72, "word_count": 49}, {"action": {"confidence": 0.96, "explanation": "Explains that the group should figure out how many of each coin there are, starting with certain quarters and then tracking what dimes replace.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_008", "text": "so if we think about the sequence, we're trying to figure out how many of each coin, I think that will help you, kind of like reorient here. So if I look at your sequence up here, 1234, it's a what? 1234, it's a quarter. 1234, it's a so we know quarters. It's every fourth point that's not getting messed up. So how many quarters are we going to have at the end? Good, right? For certain, there's 250, quarters at the end. Okay, so now we have to go back and we have to figure out, I love what we're doing in the middle, can I circle? Is that okay? Love that you're doing it face by face. This looks good for phase one. Then we're thinking about this. Okay, does that make sense? Why doesn't it make sense? Tell me what you're thinking. There's right. So what we have to figure out is going from here to our 333 dimes. How many of our pennies are going to knock out, how many of our nickels are going to knock out and then go from okay, but we know for certain at the end there are 250 quarters. Does that make sense? So would we have to subtract five? Oh, one from 330 you're", "turn_id": 73, "word_count": 215}, {"action": {"confidence": 0.7, "explanation": "Directs students to think more strategically rather than just subtracting immediately.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_008", "text": "definitely gonna have to subtract something, but I want you to think more strategically about 150 because", "turn_id": 74, "word_count": 17}, {"action": {"confidence": 0.92, "explanation": "Short confirmation ('yes, yes') of a student's step without further substance.", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_008", "text": "now we just know that's an end result. Okay, 501, by three. Wait, yes, yes,", "turn_id": 75, "word_count": 15}, {"action": {"confidence": 0.85, "explanation": "States they need to go back and reconsider using groups of three.", "name": "revising_the_method_or_answer"}, "role": "unknown", "speaker_id": "unknown_026", "text": "oh, wait, we need to go back. Let me just see. Just the pairs of three. PS, okay, yes.", "turn_id": 76, "word_count": 19}, {"action": {"confidence": 0.89, "explanation": "Prompts students to explain their thinking aloud as they work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_032", "text": "I see some awesome looking alright. Make sure you're explaining what you're thinking. Now we have a so we have always", "turn_id": 77, "word_count": 21}, {"action": {"confidence": 0.78, "explanation": "Performs division/estimation with 1001 and 999 to count sets and resulting coin types.", "name": "carrying_out_a_computation_step"}, "role": "unknown", "speaker_id": "unknown_026", "text": "gonna be there must be Yeah. So let's see, soon there will be, let's see sets of toy, 1001 provided by toy. Wait, yes, 999 Yes. So that means 300 234 will be p and d, which means it said,", "turn_id": 78, "word_count": 40}, {"action": {"confidence": 0.51, "explanation": "Very brief minimal response ('I').", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_015", "text": "I", "turn_id": 79, "word_count": 1}, {"action": {"confidence": 0.86, "explanation": "Puts forward a concrete tentative result: there will be 251 pennies.", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_011", "text": "think we know for sure that there's going to be 251 pennies, because that means that P And G and P, so that means that this will be the last one", "turn_id": 80, "word_count": 31}, {"action": {"confidence": 0.63, "explanation": "Briefly repeats/receives the proposed penny count ('251 ... right here').", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_007", "text": "will be A penny, 251 penny. 251 right here, right here, wait,", "turn_id": 81, "word_count": 12}, {"action": {"confidence": 0.92, "explanation": "Compares current counts to the previous rejected answer and questions whether they can be right.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_007", "text": "but then we're just getting the same exact answers last time. And that said wrong because we got 251 pennies and 250 nickels, 250 quarters, and they said it was wrong last time. Okay, so well, even though it's not, it's not wrong. I thought, but 251 and 250 Wait, no, let's see. No. Nice. So this absolutely nobody will be okay. What are you thinking about? More,", "turn_id": 82, "word_count": 68}, {"action": {"confidence": 0.86, "explanation": "Identifies the earlier problem as being due to the order used.", "name": "challenging_or_diagnosing_an_error"}, "role": "unknown", "speaker_id": "unknown_025", "text": "wait. Why did they say it was wrong? Okay, continue. Oh, wait. They said it was wrong because of the order that we did it", "turn_id": 83, "word_count": 25}, {"action": {"confidence": 0.74, "explanation": "Says the order issue was fixed already, signaling repaired reasoning/work.", "name": "revising_the_method_or_answer"}, "role": "unknown", "speaker_id": "unknown_007", "text": "in the order the this, well, that order was wrong, yeah, we fixed it already. Yeah, I don't got there's like,", "turn_id": 84, "word_count": 21}, {"action": {"confidence": 0.94, "explanation": "Tells a peer to write down the order over on the board/paper.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_026", "text": "Wait, so if the order was swung, then this is the correct just write down the order over here. Just write down the order. Do you want me", "turn_id": 85, "word_count": 28}, {"action": {"confidence": 0.81, "explanation": "Discusses who should write it and notes the corrected order representation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_007", "text": "to write it? Yeah, sure, because I don't, no, because the order that is now correct. It. This is 12. There's this number, there's one three,", "turn_id": 86, "word_count": 26}, {"action": {"confidence": 0.68, "explanation": "Brief confirmation that quarter will always be there and 'there we go.'", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_011", "text": "and then, if you continue, quarter will always be there. But we already figured out, there we go. All right,", "turn_id": 87, "word_count": 20}, {"action": {"confidence": 0.84, "explanation": "Restates an established starting fact: 500 nickels and 501 pennies initially after first replacement.", "name": "identifying_relevant_elements_and_constraints"}, "role": "unknown", "speaker_id": "unknown_032", "text": "so the first thing you did is you had 500 nickels and 501,", "turn_id": 88, "word_count": 13}, {"action": {"confidence": 0.87, "explanation": "Explains that certain coins used to be nickels before being covered up by later replacements.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_032", "text": "cool. And then we did this stuff again, and this, at one time, was a nickel, and this used to be a nickel, and this used to be a nickel, and this used to be a nickel, and this used to be a nickel, and then it got covered up by something. It got covered up", "turn_id": 89, "word_count": 56}, {"action": {"confidence": 0.88, "explanation": "Explains that some pennies and nickels were replaced by dimes and how that affects counts.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_032", "text": "by Dart. So that means I need to subtract the ones that got covered up so and then another dime. We got rid of a penny. So that means some of these paintings went away. So when I two were replaced by dimes. Then these were replaced by dimes. How many of them? Right? 255, got replaced. Oh, yeah. So I got the some of the things were already so I found it nice to be able to see who did it to actually change, see it change Like you", "turn_id": 90, "word_count": 90}, {"action": {"confidence": 0.72, "explanation": "Briefly confirms the prior fix and notes where it was written.", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_032", "text": "did there. Yeah, you fixed that last row, yeah, but we didn't write it on we wrote it on the top,", "turn_id": 91, "word_count": 21}, {"action": {"confidence": 0.83, "explanation": "Suggests numbering so they can see what is happening, refining the shared representation.", "name": "constructing_or_refining_a_representation"}, "role": "unknown", "speaker_id": "unknown_032", "text": "alright, so sometimes they stayed the same. Let's number we can see, if we can see five. This is happening. That's not right, alright. So that was", "turn_id": 92, "word_count": 27}, {"action": {"confidence": 0.61, "explanation": "Asks about the specific 'guy that changed from' one type, seeking interpretation of a step/object.", "name": "checking_what_a_number_or_step_represents"}, "role": "unknown", "speaker_id": "unknown_025", "text": "guy that changed from so", "turn_id": 93, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Explains which positions were nickel then quarter and asks what kind of positions those were.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_032", "text": "every third, this guy was a nickel, then a quarter, nickel, quarter never became a dime. So What numbers did that happen? If that was a nickel, then it turned into a quarter. When did that happen? What kind of what kind of position in my 1000 was briefing the nickel, then I turned into a quarter. It's shifting. But", "turn_id": 94, "word_count": 60}, {"action": {"confidence": 0.5, "explanation": "Fragmentary uptake referencing another person's findings.", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_032", "text": "unknown_047 found many members did it on the", "turn_id": 95, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "Explains that every four a nickel disappeared and asks when quarters replaced dimes, tying replacement frequency to counts.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_032", "text": "fourth every four, a nickel disappeared. What do you think every four so how many times did that happen, and we subtract those away from the nickels. Then look, when did I put in the quarters that got rid of dimes? There were quarters that got rid of dimes. How often did quarters get rid of dimes. Figure out how many times that happened. What was the number that was significant for when a quarter got rid of a dime The third way? And then when did times", "turn_id": 96, "word_count": 88}, {"action": {"confidence": 0.97, "explanation": "Asks why 12 is used and what is special about 12, focusing on meaning of the number.", "name": "checking_what_a_number_or_step_represents"}, "role": "unknown", "speaker_id": "unknown_032", "text": "12? And why is it 12? What's special about 12, if you're talking about the ball, know how to do that. 145, but 12. What's special about", "turn_id": 97, "word_count": 27}, {"action": {"confidence": 0.94, "explanation": "Connects 12 to actions happening every 2, 3, and 4, explaining the significance structurally.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_032", "text": "I understand every four I lost a nipple. Well so 12 I lost a nipple. I also lost especially 12 every two i. Three and four. If I do something every two times, I do", "turn_id": 98, "word_count": 35}, {"action": {"confidence": 0.95, "explanation": "Further explains 12 as a common multiple of 2, 3, and 4 and why that matters for losses/replacements.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_051", "text": "something every three times I do something every four times. What is special about this? It's multiple by 342, and three and four. So every 12 big nickel we already knew about the nickels. We decided every", "turn_id": 99, "word_count": 37}, {"action": {"confidence": 0.82, "explanation": "Says they need to figure out how many times they lose multiples, proposing the next method step.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_032", "text": "D so you need to know how many times will lose multiple All right, so let's even figure it out here. So you know if you lose", "turn_id": 100, "word_count": 27}, {"action": {"confidence": 0.82, "explanation": "Explains that some coins went away when dimes replaced pennies/nickels and suggests figuring out which ones disappear.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_015", "text": "a so unite went to got rid of nickels, and we got rid of we got rid of the pennies too, when we got rid of different wait, go figure out. Who are these gonna go away because the dimes and how many Wait. What are", "turn_id": 101, "word_count": 46}, {"action": {"confidence": 0.74, "explanation": "Asks what 'these' are and how many get replaced, clarifying meaning of elements in the work.", "name": "checking_what_a_number_or_step_represents"}, "role": "unknown", "speaker_id": "unknown_051", "text": "these? How many get replaced? Wait. The only one gets replaced. Okay, 1520,", "turn_id": 102, "word_count": 13}, {"action": {"confidence": 0.97, "explanation": "Comment about being ready for snack break from too much talking.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_025", "text": "think you're ready for a snack. Breaks are turning into much from talking", "turn_id": 103, "word_count": 13}, {"action": {"confidence": 0.95, "explanation": "Teacher closes the activity, says they will hang boards up and continue tomorrow.", "name": "orienting_to_lesson_or_activity"}, "role": "unknown", "speaker_id": "unknown_008", "text": "about so why don't we head back? This is such beautiful hanging out these boards, and we will reconvene and talk about", "turn_id": 104, "word_count": 22}, {"action": {"confidence": 0.69, "explanation": "Brief positive reaction to ending and logistics about keeping work on table.", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_025", "text": "this tomorrow. Great, great. This style would be really Oh my goodness. I guess we keep on our table and this one for a minute.", "turn_id": 105, "word_count": 25}, {"action": {"confidence": 0.96, "explanation": "Transitions to snack and the next full experiment, framing what happens next.", "name": "orienting_to_lesson_or_activity"}, "role": "unknown", "speaker_id": "unknown_008", "text": "Need a little snack, and then we are going to do a full experiment in this April. Okay, she's camera side. I'm not. [SOURCE_TRANSCRIPT_NAME]", "turn_id": 106, "word_count": 24}, {"action": {"confidence": 0.98, "explanation": "This auto-generated summary packages the group's process, reasoning, and next steps for an external audience.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "unknown", "speaker_id": "unknown_023", "text": "[OTTER_SUMMARY_URL] The meeting focused on problem-solving strategies using a scenario where 1001 pennies are replaced with nickels, dimes, and quarters. Participants discussed replacing every second coin with a nickel, every third coin with a dime, and every fourth coin with a quarter. They calculated the final value, considering 501 pennies replaced, resulting in 2500 nickels, 250 dimes, and 250 quarters, totaling $301.20. The group emphasized the importance of strategic thinking, testing theories, and refining calculations. They also discussed the significance of the numbers 12, 3, and 4 in the problem-solving process. Action Items [ ] Determine the number of quarters that will be on the table after the replacements. [ ] Calculate the number of nickels that will replace the pennies. [ ] Identify the number of dimes that will replace the pennies and nickels. [ ] Finalize the overall calculation of the total amount of money on the table. Outline Strategies for Problem Solving unknown_008 discusses the importance of identifying patterns and drawing related problems to solve them. unknown_032 mentions the Mathematic Association of America's problem-solving strategies, emphasizing \"flail\" and \"pick up your pencil.\" unknown_008 explains that making mistakes can lead to discovering the right strategy. unknown_032 encourages participants to dive into problems without overthinking. Group Formation and Instructions unknown_008 assigns groups based on color-coded name tags. unknown_032 instructs participants to find others with the same color and form groups. unknown_008 and unknown_032 remind participants to use markers and speak quietly. unknown_032 introduces the week's focus on children's problem-solving language for AI engagement. Introduction to the Problem unknown_008 presents a problem involving 1001 pennies replaced by nickels, dimes, and quarters. Participants are asked to calculate the total value of the coins on the table. unknown_032 emphasizes the importance of understanding the scenario and working quietly. unknown_026 begins calculating the value of the coins, replacing every second coin with a nickel. Group Discussion and Calculations unknown_026 and others discuss the replacement process, calculating the value of nickels. unknown_025 suggests writing down the calculations to keep track. unknown_007 and others continue the calculations, replacing every third coin with a dime. unknown_011 and unknown_007 discuss the pattern and the number of coins of each type. Strategies and Hypotheses unknown_032 suggests testing theories with smaller numbers. unknown_008 introduces the concept of spying on other groups for ideas. unknown_007 and others discuss their hypotheses and calculations. unknown_032 and unknown_008 provide feedback on the participants' strategies and calculations. Finalizing the Solution unknown_032 and unknown_008 help participants refine their calculations and strategies. unknown_007 and others discuss the significance of certain numbers in their calculations. unknown_032 emphasizes the importance of checking arithmetic and strategies. Participants finalize their answers and discuss the correctness of their calculations. Conclusion and Next Steps unknown_008 and unknown_032 summarize the day's activities and the importance of strategic thinking. Participants are reminded to save their work for the next session. unknown_008 announces a snack break and the next steps for the full experiment. Participants express their understanding and readiness for the next session.", "turn_id": 107, "word_count": 499}], "word_count": 4461}
{"day": 2, "grade_band": "7-8", "session_id": "conv_042", "speaker_count": 10, "speakers": [{"role": "unknown", "speaker_id": "unknown_006"}, {"role": "unknown", "speaker_id": "unknown_007"}, {"role": "unknown", "speaker_id": "unknown_008"}, {"role": "unknown", "speaker_id": "unknown_011"}, {"role": "unknown", "speaker_id": "unknown_015"}, {"role": "unknown", "speaker_id": "unknown_021"}, {"role": "unknown", "speaker_id": "unknown_025"}, {"role": "unknown", "speaker_id": "unknown_026"}, {"role": "unknown", "speaker_id": "unknown_032"}, {"role": "unknown", "speaker_id": "unknown_051"}], "task_id": "one_thousand_one_pennies", "task_name": "1001 Pennies", "turn_count": 55, "turns": [{"action": {"confidence": 0.53, "explanation": "The speaker starts suggesting a possible way to proceed ('So maybe we can...'), which is a plan rather than a completed answer.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_015", "text": "Anything. So maybe we can", "turn_id": 1, "word_count": 5}, {"action": {"confidence": 0.42, "explanation": "This turn works through numerical operations like using 50 and dividing, even though the wording is fragmented.", "name": "carrying_out_a_computation_step"}, "role": "unknown", "speaker_id": "unknown_007", "text": "use so 50. It's about 50. What? Every second nickels there are now divided by the", "turn_id": 2, "word_count": 16}, {"action": {"confidence": 0.33, "explanation": "The speaker appears to justify why dimes would be two and refers to there being many of something, offering rationale tied to the setup.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_026", "text": "dimes Sue two, if you are storing at one end, because you have So many", "turn_id": 3, "word_count": 15}, {"action": {"confidence": 0.9, "explanation": "The speaker asks what the division means and why they are dividing by certain numbers to find counts of coins.", "name": "checking_what_a_number_or_step_represents"}, "role": "unknown", "speaker_id": "unknown_008", "text": "Tell me about your lovely division there. Why are we dividing by these numbers to find how many of each there are, okay.", "turn_id": 4, "word_count": 23}, {"action": {"confidence": 0.95, "explanation": "The speaker explicitly interprets what dividing by two, three, and four correspond to (nickel, dime, quarter).", "name": "checking_what_a_number_or_step_represents"}, "role": "unknown", "speaker_id": "unknown_008", "text": "So which one results in dividing by two? Which coin Are you looking for there? The nickel. Okay. And then what about the three? The dime, and then four would be the quarter, Okay, can I actually", "turn_id": 5, "word_count": 37}, {"action": {"confidence": 0.82, "explanation": "The speaker says 'it doesn't work,' explicitly marking the current approach as failing before trailing into alternatives.", "name": "challenging_or_diagnosing_an_error"}, "role": "unknown", "speaker_id": "unknown_007", "text": "it's it doesn't work. 500 bathrooms, plus. I can't maybe we could write it to like 10 times 100 If you take away", "turn_id": 6, "word_count": 23}, {"action": {"confidence": 0.66, "explanation": "The turn proposes taking the total and trying 1000, which is a suggestion about how to proceed.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_015", "text": "a penny that gonna be like a pen for the rest of the time. So do we take the total of it and then, like you? How about 1000", "turn_id": 7, "word_count": 29}, {"action": {"confidence": 0.63, "explanation": "The speaker suggests trying 1000 divided by something and asks what happens, laying out a possible method.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_007", "text": "4000 How about 1000 divided by Divide? In one system, Round one. What happens? Round", "turn_id": 8, "word_count": 15}, {"action": {"confidence": 0.62, "explanation": "The brief question 'one?' seeks clarification of the previous step.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_011", "text": "one? Time? All", "turn_id": 9, "word_count": 3}, {"action": {"confidence": 0.23, "explanation": "This fragment ('place I') does not clearly advance the math and functions best as non-substantive talk.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_032", "text": "place I", "turn_id": 10, "word_count": 2}, {"action": {"confidence": 0.7, "explanation": "The speaker directs attention to combining sets and notes 'He's the writer,' which manages group roles/workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_007", "text": "tiny, all right, all of a sets added together. He's the writer.", "turn_id": 11, "word_count": 12}, {"action": {"confidence": 0.79, "explanation": "The speaker suggests subtracting one from 1000 because of an extra penny, proposing a method adjustment.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_007", "text": "Would we like take away the one from 1000 123, just one, because it's just gonna be a plus one penny. Yeah,", "turn_id": 12, "word_count": 22}, {"action": {"confidence": 0.68, "explanation": "This turn suggests using 250 times something and then counting/using multiplication, which is a plan for solving.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_025", "text": "ladies, I just gonna leave this 250 times. Wait 250 Yeah, if it's divided by four one so then we can, just like, count plus and times 250, times. This is written. This is there. So remember, one is pretty many test your theories.", "turn_id": 13, "word_count": 44}, {"action": {"confidence": 0.97, "explanation": "The teacher frames an allowed classroom activity: spying on another group if stuck and then returning to discuss.", "name": "orienting_to_lesson_or_activity"}, "role": "unknown", "speaker_id": "unknown_008", "text": "You can be a spy. I You can send someone from your group to go spy on another group if you're stuck. And if someone comes to spy on your group, you can tell but then you just back to your regular group to talk about, okay,", "turn_id": 14, "word_count": 47}, {"action": {"confidence": 0.46, "explanation": "The speaker indicates that 'both' should be the answer including the one penny, putting forward a tentative answer.", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_015", "text": "both that should be the answer to our including the one penny. This guy, person_anon, okay, so,", "turn_id": 15, "word_count": 17}, {"action": {"confidence": 0.96, "explanation": "The teacher points out there is a mistake in the group's repeating-pattern assumption and identifies the source of the issue.", "name": "challenging_or_diagnosing_an_error"}, "role": "unknown", "speaker_id": "unknown_008", "text": "where does 76 Why did you divide that by three individuals? I like how you made a label. Here to have your answer. Here you do it. Great. We went from 10,000 to 102 is that your final answer? No. It. Can, I tell you have a mistake that's getting you stuck before you form this beautiful multiplication. So you have it, it's going to do a penny, a nickel, a dime, a quarter, a penny, a nickel, a dime, quarter. It's going to repeat in that pattern the whole time. Is that what you guys are doing is going to happen. So I will tell you something weird happens with a pattern and it doesn't do that. So remember what we talked about? Let's do it on a smaller scale. So let's pick we don't want to do 1001 coins, but let's act it out with a smaller amount of points. So how many coins do you want to act it out with. What do you think? Do you think five points would give you enough? Would that be enough to see the pattern? Do you think you these spaces. You", "turn_id": 16, "word_count": 192}, {"action": {"confidence": 0.95, "explanation": "The teacher tells them to draw 20 circles and act out the coin replacements, directly building a smaller-case representation.", "name": "constructing_or_refining_a_representation"}, "role": "unknown", "speaker_id": "unknown_008", "text": "want to do 20 points. Okay, so why do you draw? If you look around, some other people are doing the same strategy. They're drawing 20 circles and act it out. Do them all pennies, then make a nipple come in, then make a dime come in, and see if it reflects this pattern. Because you have some great ideas here, and I love this up here, but let's see what the pattern, 41 cents. Does that mean that this is going to have the pattern that you have up", "turn_id": 17, "word_count": 90}, {"action": {"confidence": 0.51, "explanation": "The turn is mostly affective/reactive ('Don't do it... oh, wait') and does not add clear mathematical content.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_015", "text": "here? Don't do it. Strategy. Strategy, think I'll put like antrina, teacher. Oh, wait, wait a second. I", "turn_id": 18, "word_count": 18}, {"action": {"confidence": 0.72, "explanation": "The speaker proposes how the replacement pattern works ('every second... third point... go back to the beginning'), offering a structural model.", "name": "proposing_a_pattern_or_structural_model"}, "role": "unknown", "speaker_id": "unknown_007", "text": "think it's gonna be also this One. It's every second, quarter, each one you see the marker just like how the. It, because what is the third point? As in, like 123 third point, I think it's like 123 Yeah, because you Go back to the beginning. Okay. Anymore? How many times? We're low. Penny. What do you think you should do? Things by pennies. Included. So then we have to figure out just going to keep like changing and", "turn_id": 19, "word_count": 80}, {"action": {"confidence": 0.86, "explanation": "The speaker suggests tracking how the amount changes and then multiplying up to near 1000, which is a method proposal.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_015", "text": "just gonna keep, like changing How much is on this, and then we'll come on. Multiply that to 1020 can get close enough to 1000 so what gets replaced", "turn_id": 20, "word_count": 29}, {"action": {"confidence": 0.74, "explanation": "The speaker tests the idea on 12 items and asks if the resulting count is true when finished.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_032", "text": "by it, if I do 12 things, that would be three. Is that true when I'm all done? You said one, four. So can I tell you what you all made an assumption,", "turn_id": 21, "word_count": 33}, {"action": {"confidence": 0.91, "explanation": "The teacher explains why the chunking idea fails, then walks through how 1001 pennies become 500 nickels and 501 pennies and what to do next.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_008", "text": "what you did? Great idea. But how many of those chunks am I going to add? So you figured out that's 4170, divided, right? The problem with that is the pattern doesn't follow Penny they're done for you. So I think that's what the teacher was trying to show you here. Yes. So we need to figure out is, how many each one. So let's just start with the first round. How many pennies do we have when we start the experiment? 1001 okay, for a second. Okay, I'll be right here. It's right up in the front. person_anon and get you one. Can you give her a water? Thank you so much. Okay, so after we introduce the nickels, how many pennies are there? We go back and do every other coin changes to 500 501 pens, okay, so now you guys are the diamond. Okay. What did you choose in your head to figure out 1001 pennies turns? Into 500 angles and 500 Okay, so now we're going to do the same thing. So what do you think we need to do with every third one?", "turn_id": 22, "word_count": 188}, {"action": {"confidence": 0.21, "explanation": "This fragment ('So person') is not clearly mathematical or coordinative enough to classify otherwise.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_051", "text": "So person.", "turn_id": 23, "word_count": 2}, {"action": {"confidence": 0.2, "explanation": "The phrase 'Reporters, heart' appears social/fragmentary rather than substantive math work.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_015", "text": "Reporters, heart,", "turn_id": 24, "word_count": 2}, {"action": {"confidence": 0.82, "explanation": "The teacher asks students to prove the claim and checks whether counts like 333, 500, and 501 fit together properly.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_008", "text": "guys prove to me that that was going to happen again. All right, back, how many dimes? Okay, so let's see 333, plus 500 plus 501,001", "turn_id": 25, "word_count": 26}, {"action": {"confidence": 0.83, "explanation": "The teacher asks how many earlier coins are taken over by dimes and nickels, evaluating whether the count matches the replacement constraints.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_008", "text": "some of these took over our dimes and nickels, pennies and nickels. How many? Exactly, half. One what's happened? I", "turn_id": 26, "word_count": 20}, {"action": {"confidence": 0.83, "explanation": "The teacher checks whether the total is 197 cents or $1.97 and questions what is wrong with the repeated-fourths hypothesis.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_008", "text": "so then we and then they were, so, then we can, then, what do we what do we do? Because the penny doesn't change again, is this 197 cents? Or is it $1.90 This is 197 cents? Is $1.97 our hypothesis would be a fourth of each coin. So that's 20 coins. Emphasis repeats, right. Right? What is wrong? And then people, it's this is right? Desires we do.", "turn_id": 27, "word_count": 69}, {"action": {"confidence": 0.88, "explanation": "The teacher directs a process of checking with another group and then returning to the regular group.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_008", "text": "This is every third we go check in, and then we come back to our regular group. Okay, how many did you call this?", "turn_id": 28, "word_count": 24}, {"action": {"confidence": 0.96, "explanation": "The teacher tells students to make them all pennies, use color, cross out, and rewrite more clearly—management of shared written work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_008", "text": "Okay, we need these. Again, like we need these all pennies. Do you want to do ones or ones all the pennies? Use your color cross out and do the underneath. But Don't, don't like I'll come back. Can we rewrite this and make it more absolutely it", "turn_id": 29, "word_count": 48}, {"action": {"confidence": 0.78, "explanation": "The short response 'I can do' mainly indicates willingness/receipt without substantial new math content.", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_021", "text": "work. I can do", "turn_id": 30, "word_count": 4}, {"action": {"confidence": 0.84, "explanation": "The speaker suggests getting another piece of paper so they can write it clearly, which manages the workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_025", "text": "it. Maybe we should get another piece of paper So I can, like, actually write it. State and how are we doing over here? Next slide? I", "turn_id": 31, "word_count": 27}, {"action": {"confidence": 0.61, "explanation": "The speaker explains that they can see which coins are flipping and follow the process in the current representation.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_015", "text": "can see which are flipping, and then I can follow like so as you're doing here, so I like what you're doing here,", "turn_id": 32, "word_count": 23}, {"action": {"confidence": 0.93, "explanation": "The teacher suggests methodically acting it out with a row of pennies and successive replacements, explicitly building a clearer representation.", "name": "constructing_or_refining_a_representation"}, "role": "unknown", "speaker_id": "unknown_032", "text": "methodically act out what just happened. Start with a row of pennies I suggest doing, and then replace every one and replace every third, then replace every fourth, bringing them down as you do it, or you do it. So in the end, you can see what that looks like. See what happens to these coins. I can kind of see it here. You can kind of see it. So this guy is a penny, nickel, dime, quarter, Penny, dime, Penny quarter, right? Is that how they ended? But it's a little hard to", "turn_id": 33, "word_count": 94}, {"action": {"confidence": 0.76, "explanation": "The speaker asks whether a pattern was seen, requesting information about the observed structure.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_051", "text": "see if we can't have any much did you see a pattern?", "turn_id": 34, "word_count": 12}, {"action": {"confidence": 0.97, "explanation": "The teacher explains why simple division by four is insufficient by showing overlap and the need to subtract replaced nickels/dimes.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_032", "text": "How many quarters Do you think there are? That's the biggest number. So how many quarters in the 1000. So why do you divide by four, and that's a good place to start. So we know we had 1000 pennies. So you could start kind of like that. You could kind of look like I had 1000 pennies, and every other one switched. So five under 500 became nickels, and then by three. So this is what happened to dimes. But did this affect any of the nickels? Did nickel and dime ever overlap, right? Did I have. A nickel, and now it's no longer a nickel. So that's the piece you're missing that we're not taking into account. Yeah, I had 333 but look, I had a nickel and it turned into a dime, so I need to subtract from my nickel count. And I had a nickel, and then later it turned into a quarter. So I have to subtract from the quarter count, subtract from the nickel count, subtract from the quarter count. So the thing that's not happening here is you're not subtracting, right? You're not taking out. So if you do a smaller you may see this pattern. How many of them? Kind of think through, where do they overlap? Why do they overlap? Can I count how many times they overlap? All right,", "turn_id": 35, "word_count": 229}, {"action": {"confidence": 0.93, "explanation": "The speaker performs a sequence of subtraction operations starting from 1001 and subtracting counts like 333 and 250.", "name": "carrying_out_a_computation_step"}, "role": "unknown", "speaker_id": "unknown_025", "text": "1001 minus 100 then that minus 333, then that minus 250, the number", "turn_id": 36, "word_count": 13}, {"action": {"confidence": 0.88, "explanation": "The speaker reasons that quarters will not change because they are the last replacement and won't be replaced later.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_007", "text": "of quarter. Orders won't change because it's the last one, so it won't overlap with the like the last one being replaced. So it's not going to get like replaced by a nickel or a dime or, of course, it. Don't change my and after we put the earth, and then after We put those diamonds in what happened in Apple Done, dimes,", "turn_id": 37, "word_count": 63}, {"action": {"confidence": 0.71, "explanation": "The speaker proposes to 'redo everything again,' indicating a change/reset of the current method after trouble.", "name": "revising_the_method_or_answer"}, "role": "unknown", "speaker_id": "unknown_006", "text": "we should feed everything again. It", "turn_id": 38, "word_count": 6}, {"action": {"confidence": 0.67, "explanation": "The speaker adjusts the approach to use 1000 for now because it is divisible, revising the current setup.", "name": "revising_the_method_or_answer"}, "role": "unknown", "speaker_id": "unknown_007", "text": "will get rid of like the one here at the end. So just 1000 for now, yeah, unknown_016 number, That's like divisible by remember that? Each", "turn_id": 39, "word_count": 26}, {"action": {"confidence": 0.57, "explanation": "The speaker says 'tell me this, try that like this right here,' directing what someone should do.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_015", "text": "of tell me this, try that like this right here. Thank you. Divided", "turn_id": 40, "word_count": 13}, {"action": {"confidence": 0.93, "explanation": "The teacher explains why 250 quarters is certain from the sequence and how they now need to work backward to other counts.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_008", "text": "by four weeks. So we think about the sequence and trying to figure out how many of each group, I think that would help you kind of like, so why believe your sequence up here? 1234, it's 1234, it's up. So we know quarters every quarter. So how many quarters are we going to have? Good, right? We are certain 250, quarters at the end. Okay, so now we have to go back. So we have to figure", "turn_id": 41, "word_count": 78}, {"action": {"confidence": 0.56, "explanation": "This brief fragment signals uptake of the previous explanation without adding substantive new content.", "name": "acknowledging_or_receiving"}, "role": "unknown", "speaker_id": "unknown_011", "text": "out that we just I", "turn_id": 42, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "The teacher justifies the phased approach and explains that they must determine how many pennies and nickels are knocked out by later replacements.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_008", "text": "love that you're doing it face by face. This looks good for phase one. Then we're thinking about this. Okay, does that make sense? Why does that make sense? There's two venues, right? So what we have to figure out is only from here to our 333 dimes, how many of our pennies are going to knock how many of our nickels are going to knock out and then go from there? Okay, we know for certain at the end there are 254 Does that make sense? Five? Up? Do you have nickels get replaced by a quarter? You're on the right track. So there's only 250 i is quarters,", "turn_id": 43, "word_count": 110}, {"action": {"confidence": 0.82, "explanation": "The speaker reasons through how nickels compare to quarters and how adding quarters changes the nickel count.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_007", "text": "yeah, but apparently half of the nickels get like there's more quarters than nickels, only with nickels first. So we would have nickels two times the amount if we hadn't. So by adding corners or dividing the nickels,", "turn_id": 44, "word_count": 38}, {"action": {"confidence": 0.74, "explanation": "The speaker offers a tentative intermediate result: there would mean 500 nickels were originally there.", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_025", "text": "so That would mean that 500 nickels were originally there", "turn_id": 45, "word_count": 10}, {"action": {"confidence": 0.94, "explanation": "The speaker asks whether dimes ever get replaced by quarters, seeking clarification about overlap in the process.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_007", "text": "was which do dimes ever get replaced By quarters? Because in this one, they don't. Oh, just", "turn_id": 46, "word_count": 17}, {"action": {"confidence": 0.68, "explanation": "The speaker notes that 12 can be divided equally by 2, 3, and 4, testing a smaller case against the divisibility constraints.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_015", "text": "that? So how? Guess 12 could be divided by two, three And four, equally. Oh. One, okay, she gets 595, ice cream. What do you think But the delivery?", "turn_id": 47, "word_count": 29}, {"action": {"confidence": 0.59, "explanation": "The speaker refers to the correct order and having found out the order, indicating adjustment of the prior setup.", "name": "revising_the_method_or_answer"}, "role": "unknown", "speaker_id": "unknown_015", "text": "It Oh, out this is a corrective breakdown order. Is the correct order, the order that is found out. I have the numbers", "turn_id": 48, "word_count": 23}, {"action": {"confidence": 0.86, "explanation": "The speaker says to maybe just write this, directing what should be recorded.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_025", "text": "And maybe just write this. Going to do", "turn_id": 49, "word_count": 8}, {"action": {"confidence": 0.83, "explanation": "The speaker suggests writing that there are four pennies first and then subtracting, which directs the shared written work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_032", "text": "anything, but maybe just right, there's four pennies. The first thing we did, we gave Okay, subtract", "turn_id": 50, "word_count": 17}, {"action": {"confidence": 0.77, "explanation": "The speaker explains that quarters replaced some previous coins and that subtraction is needed because those earlier coins were replaced.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_015", "text": "the ones that Are quarters and 12 years were replaced by them. They students were replaced by them so I did you fix that last row? Did you fix that last row? All Right, so that amounts negative Books. Right now, that was you said, What do you think they need to Do? Which or subtract something. I know how to do that, right? Purchase, and also a dime, But we already knew We're out, Are we honestly?", "turn_id": 51, "word_count": 78}, {"action": {"confidence": 0.78, "explanation": "The 'wow' and napkin comment are affective/social, with only a vague transition back to work.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_026", "text": "It, wow, I didn't know that was a napkin. Good. Now we'll figure out putting the dimes. Looking", "turn_id": 52, "word_count": 18}, {"action": {"confidence": 0.99, "explanation": "The teacher pauses the math work to announce snack break and says they will reconvene later, framing the activity transition.", "name": "orienting_to_lesson_or_activity"}, "role": "unknown", "speaker_id": "unknown_008", "text": "starting to pause here, because I think you're ready for a snack break, and I think the rates are turning into mush from talking about all these points. So why don't we head back to our seats and in order for a reason. I think this is a beautiful thing you might have before, and we will reconvene and talk about", "turn_id": 53, "word_count": 61}, {"action": {"confidence": 0.87, "explanation": "The student asks whether an answer was obtained yet, requesting status clarification.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_011", "text": "this. Wait. Did you get an answer? No? For a", "turn_id": 54, "word_count": 10}, {"action": {"confidence": 0.96, "explanation": "The teacher explains the immediate next routine—snack and then a later experiment—so this is activity framing.", "name": "orienting_to_lesson_or_activity"}, "role": "unknown", "speaker_id": "unknown_008", "text": "minute, you will snap, and then we are going to do a little experiment. In a bit you wouldn't better. I not.", "turn_id": 55, "word_count": 22}], "word_count": 2165}
{"day": 3, "grade_band": "5-6", "session_id": "conv_043", "speaker_count": 12, "speakers": [{"role": "student", "speaker_id": "student_008"}, {"role": "student", "speaker_id": "student_027"}, {"role": "student", "speaker_id": "student_036"}, {"role": "student", "speaker_id": "student_1005"}, {"role": "student", "speaker_id": "student_1029"}, {"role": "student", "speaker_id": "student_1040"}, {"role": "teacher", "speaker_id": "teacher_004"}, {"role": "teacher", "speaker_id": "teacher_005"}, {"role": "unknown", "speaker_id": "unknown_008"}, {"role": "unknown", "speaker_id": "unknown_027"}, {"role": "unknown", "speaker_id": "unknown_032"}, {"role": "unknown", "speaker_id": "unknown_047"}], "task_id": "tax_collector", "task_name": "Tax Collector", "turn_count": 175, "turns": [{"action": {"confidence": 0.64, "explanation": "Student offers a specific move/value combination ('12 with the rest'), which functions as a tentative assignment in their solution attempt.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1040", "text": "and 12 with the rest.", "turn_id": 1, "word_count": 5}, {"action": {"confidence": 0.42, "explanation": "'This is this' appears to point at items on the workspace, helping align the shared written/visual representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_008", "text": "This is this,", "turn_id": 2, "word_count": 3}, {"action": {"confidence": 0.67, "explanation": "Student proposes another concrete pairing/order ('12 with 6') and notes what remains, contributing a tentative arrangement.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1040", "text": "And then 12 with 6, and we only have 7", "turn_id": 3, "word_count": 10}, {"action": {"confidence": 0.22, "explanation": "The turn is highly fragmented and not interpretable as a coherent mathematical move; best fit is non-substantive/off-task talk.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_047", "text": "The and 12 with the rest. This is this, and then 12. The they have to. The they have to get all the factors, yeah, but we did something other things. We. The So 11 with 1393 with 110, two, five and 12 with the rest. and then this this, and then 12. Is this? stay here so Okay? Oh, no, wait, no. Okay, so then first, first, we do 11, nine, one, and then nine, yeah. Yes, 10, do eight, then do eight, yeah, but you get to eat 10, yeah, third, 1258, go. If we did 12, we would get both, yeah, 12, 1110, 1110, 948, wait, all these. Get seven and 12. If you take 12, 412, okay,", "turn_id": 4, "word_count": 121}, {"action": {"confidence": 0.9, "explanation": "Teacher tells them to 'make a chart,' explicitly directing a more organized representation of their work.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_005", "text": "okay, so maybe Can I ask you this, make a chart. What was like you guys?", "turn_id": 5, "word_count": 16}, {"action": {"confidence": 0.75, "explanation": "Student reports their prior attempt ('We did 11 first'), referring back to an earlier case/order they used.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_1040", "text": "We did 11 first", "turn_id": 6, "word_count": 4}, {"action": {"confidence": 0.46, "explanation": "Single word 'tax' names a key task element they are tracking in the problem.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1040", "text": "tax", "turn_id": 7, "word_count": 1}, {"action": {"confidence": 0.52, "explanation": "'11 just' begins a specific proposal centered on using 11, functioning as a candidate step in the ordering.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1040", "text": "Okay, so 11 just", "turn_id": 8, "word_count": 4}, {"action": {"confidence": 0.88, "explanation": "Teacher emphasizes organizing the numbers, focusing on improving the shared chart/representation rather than computing.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_005", "text": "See, I see the numbers. But for me, actually a lot easier if you organize", "turn_id": 9, "word_count": 15}, {"action": {"confidence": 0.71, "explanation": "Student lists specific numbers ('9, 3, ... 10, 2') as part of a tentative construction of the order/selection.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1040", "text": "9, 3, uh, 10, 2", "turn_id": 10, "word_count": 5}, {"action": {"confidence": 0.43, "explanation": "Teacher's brief 'I don't know' functions as light uptake in the moment without advancing math reasoning.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_005", "text": "I don't know.", "turn_id": 11, "word_count": 3}, {"action": {"confidence": 0.67, "explanation": "'And five' adds another specific number to the current proposed arrangement.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_008", "text": "And five.", "turn_id": 12, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "Student says 'What?' to request repetition/clarification of the immediately preceding contribution.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1040", "text": "What?", "turn_id": 13, "word_count": 1}, {"action": {"confidence": 0.69, "explanation": "Student contributes a sequence of specific numbers ('8, 4, 4, 8, 4'), adding to the tentative numeric arrangement.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_008", "text": "8, 4, 4, 8, 4,", "turn_id": 14, "word_count": 5}, {"action": {"confidence": 0.76, "explanation": "'just do 2, 2' proposes a specific choice to try next.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1029", "text": "just do 2, 2,", "turn_id": 15, "word_count": 4}, {"action": {"confidence": 0.8, "explanation": "Student adds 'and then 12 and six,' another concrete suggested part of the solution ordering.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1040", "text": "and then 12 and six.", "turn_id": 16, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Teacher asks 'And then what happens?' prompting students to explain the next step in their method.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_005", "text": "And then what happens?", "turn_id": 17, "word_count": 4}, {"action": {"confidence": 0.84, "explanation": "Student explains their method: 'And we add them all together,' giving the rationale/next operation.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1040", "text": "And we add them all together.", "turn_id": 18, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Teacher explicitly points out a problem: 'there's a number missing.'", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_005", "text": "No, wait, there's a number missing.", "turn_id": 19, "word_count": 6}, {"action": {"confidence": 0.71, "explanation": "Student supplies the missing number 'Seven,' offering the specific correction/candidate element.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1029", "text": "Seven", "turn_id": 20, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Student identifies the omission directly: 'We didn't do 7.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1040", "text": "We didn't do 7", "turn_id": 21, "word_count": 4}, {"action": {"confidence": 0.82, "explanation": "Teacher asks where the 7 belongs, focusing on the role/placement of that number in the process.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Where does that go, though?", "turn_id": 22, "word_count": 5}, {"action": {"confidence": 0.72, "explanation": "'We cross it out' proposes what to do with the 7 in their procedure.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1040", "text": "We cross it out", "turn_id": 23, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Teacher confirms another student's idea with 'person_anon's right.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_005", "text": "No, person_anon's right.", "turn_id": 24, "word_count": 3}, {"action": {"confidence": 0.77, "explanation": "'He gets your money' explains the consequence/meaning of the unresolved number in the tax-collector context.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_008", "text": "He gets your money", "turn_id": 25, "word_count": 4}, {"action": {"confidence": 0.93, "explanation": "Teacher restates the task goals: determine how much the group earned and how much the tax collector earned.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "All right. How much money did you guys earn? And how much money did the tax collector earn?", "turn_id": 26, "word_count": 18}, {"action": {"confidence": 0.9, "explanation": "Student offers tentative totals ('23, 43... no it can't be 48'), clearly proposing and revising possible answers.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1040", "text": "We earned 23, 43, no it can't be 48", "turn_id": 27, "word_count": 9}, {"action": {"confidence": 0.95, "explanation": "Student advances '48' as the answer candidate.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_036", "text": "Yeah. 48.", "turn_id": 28, "word_count": 2}, {"action": {"confidence": 0.94, "explanation": "Student agrees and reasserts 'it's 48' as the current candidate answer.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah it's 48", "turn_id": 29, "word_count": 3}, {"action": {"confidence": 0.58, "explanation": "Student lists and combines numbers in a calculation-like sequence while trying to total amounts.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1029", "text": "38 oh, 5828 30 and 2850", "turn_id": 30, "word_count": 6}, {"action": {"confidence": 0.62, "explanation": "Continuation of arithmetic combination of amounts ('30,50, 28, 50 and 28').", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1040", "text": "30,50, 28, 50 and 28", "turn_id": 31, "word_count": 5}, {"action": {"confidence": 0.92, "explanation": "Student directs the practical documentation process: taking a picture and asking for identifying info.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1005", "text": "Okay, I'm gonna have to take a picture. I need your", "turn_id": 32, "word_count": 11}, {"action": {"confidence": 0.94, "explanation": "Student asks for a name and indicates where, coordinating record-keeping rather than math content.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1005", "text": "name, though. Okay, who's that name? Right here,", "turn_id": 33, "word_count": 8}, {"action": {"confidence": 0.79, "explanation": "Student simply provides their name in response to the request.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "student_1029", "turn_id": 34, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Student confirms receipt of the name: 'okay.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1005", "text": "student_1029, okay", "turn_id": 35, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "'Bad Handwriting' is an evaluative/social comment about writing quality, not math reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1040", "text": "Bad Handwriting.", "turn_id": 36, "word_count": 2}, {"action": {"confidence": 0.9, "explanation": "Teacher tells them to 'try a different order,' prompting a change to their current approach after the first result.", "name": "revising_the_method_or_answer"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Quick question, try a different order.", "turn_id": 37, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "Teacher suggests a new plan: keep 11 first but change the subsequent order (10 before 9).", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_004", "text": "See if you can pick the things in a different order. Let's just say, instead of starting with 11, or maybe start with 11, but then maybe do 10 before nine, or something like that, only", "turn_id": 38, "word_count": 36}, {"action": {"confidence": 0.77, "explanation": "Student asks if a different order could produce a higher result, evaluating outcomes of the strategy.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_027", "text": "Or could we get higher?", "turn_id": 39, "word_count": 5}, {"action": {"confidence": 0.99, "explanation": "Student asks to borrow the marker, a shared-workspace coordination move.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1029", "text": "Could I have borrowed the marker?", "turn_id": 40, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Teacher responds about which marker can be used, managing materials.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_005", "text": "You can't have purple. You have to have blue,", "turn_id": 41, "word_count": 9}, {"action": {"confidence": 0.98, "explanation": "Brief 'yeah' acknowledges the teacher's response about the marker.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "yeah.", "turn_id": 42, "word_count": 1}, {"action": {"confidence": 0.74, "explanation": "Student comments on marker color/use, continuing coordination of workspace materials.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1029", "text": "Red. On, I just", "turn_id": 43, "word_count": 4}, {"action": {"confidence": 0.8, "explanation": "'joined, Nice job, guys' is social/affective commentary rather than substantive mathematical work.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1029", "text": "joined, Nice job, guys. So", "turn_id": 44, "word_count": 5}, {"action": {"confidence": 0.89, "explanation": "Student suggests an alternative order: 'instead of 10 we can do 9.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_008", "text": "well maybe instead of 10 we can do 9", "turn_id": 45, "word_count": 9}, {"action": {"confidence": 0.86, "explanation": "Student proposes a method rule: 'let's do every number, at least.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_008", "text": "wait, let's do every number, at least", "turn_id": 46, "word_count": 7}, {"action": {"confidence": 0.68, "explanation": "Student starts listing numbers in sequence, likely setting up the ordered chart/workspace.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_008", "text": "11, 10, nine, eight,", "turn_id": 47, "word_count": 4}, {"action": {"confidence": 0.84, "explanation": "Student suggests keeping six and trying 'two or four,' a plan for proceeding.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1029", "text": "let's keep six. Maybe. What if we do six, like two or four, you could try that,", "turn_id": 48, "word_count": 17}, {"action": {"confidence": 0.66, "explanation": "Student gives a reason tied to the strategy: 'yeah, but we can get 7.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1029", "text": "yeah, but we can get 7", "turn_id": 49, "word_count": 6}, {"action": {"confidence": 0.65, "explanation": "Teacher's 'seven, yeah, eight' lightly confirms and echoes the ongoing list/idea.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_005", "text": "seven, yeah, eight,", "turn_id": 50, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Student asks 'Is that an A,' clarifying what a written symbol on the board represents.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_036", "text": "Is that an A", "turn_id": 51, "word_count": 4}, {"action": {"confidence": 0.92, "explanation": "Student answers by identifying the written mark as 'an A.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_036", "text": "that's an A,", "turn_id": 52, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "'What's A' requests explanation of the symbol just mentioned.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1029", "text": "What's A", "turn_id": 53, "word_count": 2}, {"action": {"confidence": 0.92, "explanation": "Student repeats that the mark is 'an A,' continuing interpretation of the written symbol.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_036", "text": "that's an A", "turn_id": 54, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Student corrects the symbol's meaning: 'It's a nine.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1029", "text": "It's a nine", "turn_id": 55, "word_count": 3}, {"action": {"confidence": 0.89, "explanation": "Another student also interprets the symbol as 'an A,' still focused on what the mark represents.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1040", "text": "That's an A,", "turn_id": 56, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "'my handwriting is bad bro' is self-evaluative/social commentary about penmanship.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1029", "text": "my handwriting is bad bro.", "turn_id": 57, "word_count": 5}, {"action": {"confidence": 0.83, "explanation": "Student comments on how high someone wrote, directing the layout of the shared workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1040", "text": "Why do you have to do it so high?", "turn_id": 58, "word_count": 9}, {"action": {"confidence": 0.78, "explanation": "Student suggests keeping 11 as 1 in the new attempt, a planning move.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1029", "text": "So we just keep 11 one, I guess", "turn_id": 59, "word_count": 8}, {"action": {"confidence": 0.94, "explanation": "'Let's use the chart again' explicitly reuses the earlier representational tool from the prior try.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_1040", "text": "Let's use the chart again.", "turn_id": 60, "word_count": 5}, {"action": {"confidence": 0.56, "explanation": "Student gives a specific numeric arrangement to try ('8, 11, one, eight').", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_008", "text": "8, 11, one, eight,", "turn_id": 61, "word_count": 4}, {"action": {"confidence": 0.92, "explanation": "'let's try eight this time' proposes the next step/order to test.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1029", "text": "let's try eight. This time.", "turn_id": 62, "word_count": 5}, {"action": {"confidence": 0.53, "explanation": "Student objects with a reason linked to outcomes ('if we get two...').", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1040", "text": "no, if we get two, yeah,", "turn_id": 63, "word_count": 6}, {"action": {"confidence": 0.8, "explanation": "Student evaluates whether changing to 8 affects the result: 'it wouldn't really make a difference.'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_027", "text": "it wouldn't really make a difference", "turn_id": 64, "word_count": 6}, {"action": {"confidence": 0.83, "explanation": "Student justifies preferring 10 over 8 because '10 is higher than 8.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_008", "text": "Yeah but 10 is high than 8", "turn_id": 65, "word_count": 7}, {"action": {"confidence": 0.8, "explanation": "Student changes course to 'we wanna do 10 first,' revising the current plan.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_027", "text": "Oh, but we wanna do 10 first", "turn_id": 66, "word_count": 7}, {"action": {"confidence": 0.69, "explanation": "Student states a concrete tuple/order: '10, 2 5.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1029", "text": "10, 2 5", "turn_id": 67, "word_count": 3}, {"action": {"confidence": 0.88, "explanation": "Student explains why 9 cannot go first: it would affect 12.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "and then nine, oh no, we can't do nine first, because then the 12", "turn_id": 68, "word_count": 14}, {"action": {"confidence": 0.68, "explanation": "Student reasons about 12 and 4 in relation to 9, adjusting understanding of the dependency among factors.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1029", "text": "12, can be four, oh yeah, nine, oh yeah.", "turn_id": 69, "word_count": 9}, {"action": {"confidence": 0.7, "explanation": "Student suggests another specific pairing/order: 'maybe she just goes to eight, four.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "Or maybe she just goes to eight, four", "turn_id": 70, "word_count": 8}, {"action": {"confidence": 0.78, "explanation": "Student states a specific total for the tax collector: '2107' as a tentative answer.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_008", "text": "tax collector got 2107", "turn_id": 71, "word_count": 4}, {"action": {"confidence": 0.69, "explanation": "Student lists totals in sequence ('10, 15, 21...'), performing arithmetic while tracking sums.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_036", "text": "10, 15, 21 exactly. Wait seven. Wait 7, 10", "turn_id": 72, "word_count": 9}, {"action": {"confidence": 0.96, "explanation": "Student identifies the source of a mistake: they forgot to include 7.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1029", "text": "Oh yeah, because you forogt to put seven guys", "turn_id": 73, "word_count": 9}, {"action": {"confidence": 0.97, "explanation": "'Oh yeah' briefly accepts the correction about forgetting 7.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1040", "text": "Oh yeah.", "turn_id": 74, "word_count": 2}, {"action": {"confidence": 0.66, "explanation": "Teacher says they found a different way, a brief uptake/transition to the next phase.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_004", "text": "To be okay, we found a different way. Okay,", "turn_id": 75, "word_count": 9}, {"action": {"confidence": 0.88, "explanation": "Teacher frames the next activity step: 'Here's what I want you to do, go up to 18.'", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_004", "text": "okay, so, Here's what I want you to do, go up to 18", "turn_id": 76, "word_count": 13}, {"action": {"confidence": 0.98, "explanation": "Teacher directs them to erase the board, which is a workspace-management action.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_004", "text": "can erase all that just because there's", "turn_id": 77, "word_count": 7}, {"action": {"confidence": 0.93, "explanation": "Student asks to preserve the answer while erasing, coordinating what remains on the workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1029", "text": "Just leave the answer though", "turn_id": 78, "word_count": 5}, {"action": {"confidence": 0.99, "explanation": "Teacher quotes song lyrics ('palm sweaty...'), clearly playful/off-task.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_004", "text": "palm sweaty, knees weak, arms are heavy", "turn_id": 79, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Teacher instructs them on board layout size so they have room to write more.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_004", "text": "and don't make your square so big so you have room to, you know, write more", "turn_id": 80, "word_count": 16}, {"action": {"confidence": 0.96, "explanation": "Student coordinates who will do the writing on the shared workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1029", "text": "want me to write it? Or do you? Okay you can write it", "turn_id": 81, "word_count": 13}, {"action": {"confidence": 0.97, "explanation": "Teacher's 'Awesome, awesome' is brief positive acknowledgment.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Awesome, awesome.", "turn_id": 82, "word_count": 2}, {"action": {"confidence": 0.68, "explanation": "Student offers a specific claim: 'It is nine each one.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_036", "text": "It is nine each one.", "turn_id": 83, "word_count": 5}, {"action": {"confidence": 0.81, "explanation": "Teacher discusses whether it is easier to put items underneath, focusing on arrangement of the representation.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Okay? You think it's easier to put them underneath? It easier for six and six", "turn_id": 84, "word_count": 15}, {"action": {"confidence": 0.95, "explanation": "Student states the plan: use the same method and do 18 last.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1029", "text": "We're gonna use the same method and do 18 last.", "turn_id": 85, "word_count": 10}, {"action": {"confidence": 0.97, "explanation": "Student reminds them not to erase because they want to see all tries, managing documentation of work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1005", "text": "What did we say about erasing? We wanted to see all your tries.", "turn_id": 86, "word_count": 13}, {"action": {"confidence": 0.86, "explanation": "Student explains why they erased: the teacher told them to.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1040", "text": "Sorry, She told us to do it", "turn_id": 87, "word_count": 7}, {"action": {"confidence": 0.98, "explanation": "'Oh okay' is a simple acknowledgment of that explanation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1005", "text": "Oh okay", "turn_id": 88, "word_count": 2}, {"action": {"confidence": 0.74, "explanation": "Student adds justification that they at least reported their answer.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "Yeah but we told her our answer", "turn_id": 89, "word_count": 7}, {"action": {"confidence": 0.9, "explanation": "Student explains wanting photos before erasing, giving rationale for the earlier request.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1005", "text": "Yeah  I know, but I wanted be able to take pictures before we get erase. So", "turn_id": 90, "word_count": 16}, {"action": {"confidence": 0.85, "explanation": "Teacher acknowledges the student's concern and notes the group has started a new one.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_005", "text": "they have started a new one, but yeah I get what you're saying.", "turn_id": 91, "word_count": 13}, {"action": {"confidence": 0.87, "explanation": "Student references the prior attempt by asking whether they started with 11.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_008", "text": "You guys start with 11", "turn_id": 92, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Speaker distinguishes first and second tries, explicitly referring back to earlier cases.", "name": "reusing_a_previous_case_or_pattern"}, "role": "unknown", "speaker_id": "unknown_027", "text": "on the second try. Did you start with 11? No, we did a first try. Yeah, that's our", "turn_id": 93, "word_count": 18}, {"action": {"confidence": 0.88, "explanation": "Teacher manages attention/behavior ('No, looking'), coordinating participation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_004", "text": "second okay. No, no no, no, looking. No, looking, okay, all right.", "turn_id": 94, "word_count": 12}, {"action": {"confidence": 0.69, "explanation": "'You need to leave' is social/behavioral talk not directly tied to the math reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1040", "text": "You need to leave", "turn_id": 95, "word_count": 4}, {"action": {"confidence": 0.86, "explanation": "Speaker proposes a plan rule: don't do any even numbers.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_008", "text": "No, no, no, don't do any of even numbers, okay", "turn_id": 96, "word_count": 10}, {"action": {"confidence": 0.94, "explanation": "'How about 15?' offers a specific number to try next.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_036", "text": "How about 15?", "turn_id": 97, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Student proposes a systematic method: do prime numbers first, especially the highest prime.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_008", "text": "Do the prime numbers first, no, do the highest prime number", "turn_id": 98, "word_count": 11}, {"action": {"confidence": 0.95, "explanation": "'Let's do 9' offers a concrete next choice.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1040", "text": "Let's do 9", "turn_id": 99, "word_count": 3}, {"action": {"confidence": 0.79, "explanation": "Speaker suggests alternative usable numbers ('use two... also do six'), offering method options.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_032", "text": "can you use two? We can also do six.", "turn_id": 100, "word_count": 9}, {"action": {"confidence": 0.9, "explanation": "Student asks whether the biggest factor can be done last, proposing an ordering strategy.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1029", "text": "The biggest can we do factor is last?", "turn_id": 101, "word_count": 8}, {"action": {"confidence": 0.89, "explanation": "Student refers to what they already did with 9 and 3 in an earlier attempt.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_1040", "text": "We did nine and three and like all the other numbers", "turn_id": 102, "word_count": 11}, {"action": {"confidence": 0.96, "explanation": "Student states a general rule: do the one with the most factors last.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_008", "text": "The one with the most factors we do last", "turn_id": 103, "word_count": 9}, {"action": {"confidence": 0.95, "explanation": "'Do 12' offers a specific next choice to test.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1029", "text": "Do 12, t", "turn_id": 104, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Student proposes the pairing '14 and 7.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "We can do 14 and 7", "turn_id": 105, "word_count": 6}, {"action": {"confidence": 0.71, "explanation": "Student rejects the previous suggestion ('No'), indicating a problem with that move.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_008", "text": "No, we need to say two for", "turn_id": 106, "word_count": 7}, {"action": {"confidence": 0.93, "explanation": "Student specifies how to do 12: '2 and 6.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1029", "text": "Do 12, 2 and 6", "turn_id": 107, "word_count": 5}, {"action": {"confidence": 0.88, "explanation": "Student gives a reason against using 2 now: it should be saved for 18.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1029", "text": "No we need to save two for 18.", "turn_id": 108, "word_count": 8}, {"action": {"confidence": 0.63, "explanation": "'No, we can save...' begins modifying the previous saving plan.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1029", "text": "No, we can save...", "turn_id": 109, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Student changes the plan to 'save six' instead.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1029", "text": "save six.", "turn_id": 110, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Student points out that six is no longer available: 'Six is already out.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_036", "text": "Six is already out.", "turn_id": 111, "word_count": 4}, {"action": {"confidence": 0.91, "explanation": "Student adjusts the plan accordingly: 'just remove the 2.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1029", "text": "Okay, so just remove the 2", "turn_id": 112, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "Student decides to take 12 now because 6 is unavailable, proposing a concrete move.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_008", "text": "what for 12? What about for 12? I'm just gonna take 12 because there's not even no 6", "turn_id": 113, "word_count": 18}, {"action": {"confidence": 0.83, "explanation": "Student reasons that 18 is larger than 12, supporting a strategic preference.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1040", "text": "But 18 is larger than 12", "turn_id": 114, "word_count": 6}, {"action": {"confidence": 0.62, "explanation": "Student echoes agreement with taking 12, briefly receiving the prior idea.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_027", "text": "all just gonna take 12.", "turn_id": 115, "word_count": 5}, {"action": {"confidence": 0.92, "explanation": "'We can do 18' offers 18 as the next move.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1029", "text": "We can do 18", "turn_id": 116, "word_count": 4}, {"action": {"confidence": 0.76, "explanation": "Brief 'No' rejects the immediately preceding proposal.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1040", "text": "No", "turn_id": 117, "word_count": 1}, {"action": {"confidence": 0.58, "explanation": "'There's two' points out an available/important quantity in the task state.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_036", "text": "There's two", "turn_id": 118, "word_count": 2}, {"action": {"confidence": 0.94, "explanation": "Student specifies a way to do 12 by taking four, two, and six.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_036", "text": "we do 12, we take four, two and six.", "turn_id": 119, "word_count": 9}, {"action": {"confidence": 0.71, "explanation": "Student offers '15' as another possible move, despite the disfluency.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "Yeah, 15, six, what? 15.", "turn_id": 120, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Student directly rejects part of the previous proposal: 'We can't do four.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_008", "text": "We can't do four.", "turn_id": 121, "word_count": 4}, {"action": {"confidence": 0.53, "explanation": "Student shifts to a new possibility involving 16 and taking out 2, changing the current plan.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1040", "text": "Yes, we found 16. Oh, yeah, 16. We'll take out two. I think it's a good time to", "turn_id": 122, "word_count": 18}, {"action": {"confidence": 0.96, "explanation": "Student notes a constraint violation: 'We can't use 11.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1040", "text": "11. We can't use 11.", "turn_id": 123, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Student rejects the 16 move: 'We cannot do 16.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_008", "text": "We cannot do 16.", "turn_id": 124, "word_count": 4}, {"action": {"confidence": 0.88, "explanation": "Student concludes from the previous rejections that they 'should do 18 now.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_008", "text": "So we should do 18. Now.", "turn_id": 125, "word_count": 6}, {"action": {"confidence": 0.91, "explanation": "Student briefly agrees: 'Yeah do 18.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Yeah do 18", "turn_id": 126, "word_count": 3}, {"action": {"confidence": 0.88, "explanation": "Student details the 18 choice by listing what to take out: '2, 1 and 6.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "18 first. So we will take out 2, 1 and 6,", "turn_id": 127, "word_count": 11}, {"action": {"confidence": 0.65, "explanation": "Student continues the execution by listing what to take out next ('eight and then that's it').", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_008", "text": "and then we take out eight and then That's it. That's a lot.", "turn_id": 128, "word_count": 13}, {"action": {"confidence": 0.33, "explanation": "The utterance is fragmented and mainly expresses uncertainty/frustration rather than a clear math move.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1040", "text": "I don't think okay, someone out of this, yeah", "turn_id": 129, "word_count": 9}, {"action": {"confidence": 0.73, "explanation": "'79, 79' states a specific numerical result candidate.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1029", "text": "79, 79", "turn_id": 130, "word_count": 2}, {"action": {"confidence": 0.92, "explanation": "Student disputes the certainty of the previous result: 'you don't know that.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1040", "text": "Buddy you don't know that", "turn_id": 131, "word_count": 5}, {"action": {"confidence": 0.67, "explanation": "Brief response 'I do' simply maintains the claim without elaborating.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "I do.", "turn_id": 132, "word_count": 2}, {"action": {"confidence": 0.7, "explanation": "This turn is mostly interpersonal conflict/stance-taking rather than mathematical reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1040", "text": "I, Okay, you do, but like, I'm not messing.", "turn_id": 133, "word_count": 9}, {"action": {"confidence": 0.66, "explanation": "Another brief insistence 'I do' functions as simple uptake/stance rather than substantive reasoning.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "I do.", "turn_id": 134, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "Student sequentially computes sums ('26, 45, 73, 89').", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1029", "text": "So 26, 45, 73, 89", "turn_id": 135, "word_count": 5}, {"action": {"confidence": 0.88, "explanation": "Student continues computing/listing totals on the other side of the work.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1040", "text": "Okay so 89 on this side, 4, 11, 16, 18, 19 20, 21, 22, 46, 57,uh, yeah 82", "turn_id": 136, "word_count": 18}, {"action": {"confidence": 0.61, "explanation": "Teacher comments about not knowing the answer and going to ask someone else; this is not part of the group's reasoning.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Yeah, this one, and I didn't know we were doing this today. I'll go ask her, I don't know the answer", "turn_id": 137, "word_count": 21}, {"action": {"confidence": 0.73, "explanation": "Speaker evaluates the outcome magnitude: they're only gaining a couple of dollars.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_008", "text": "We're only gaining, like, a couple of dollars. Yeah.", "turn_id": 138, "word_count": 9}, {"action": {"confidence": 0.88, "explanation": "'it's not worth it' is an affective/evaluative comment about the effort or gain.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "I mean, it's not worth it.", "turn_id": 139, "word_count": 6}, {"action": {"confidence": 0.94, "explanation": "Student suggests representing with numbers instead of envelopes, altering the shared representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_1029", "text": "Instead of putting the envelopes can we put in the numbers?", "turn_id": 140, "word_count": 11}, {"action": {"confidence": 0.84, "explanation": "Student agrees with the representational change: 'Yeah, let's just do the numbers.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_008", "text": "Yeah, let's just do the numbers.", "turn_id": 141, "word_count": 6}, {"action": {"confidence": 0.92, "explanation": "'Oh, my God, you gotta go faster' is affective pressure rather than mathematical content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_027", "text": "Oh, my God, you gotta go faster.", "turn_id": 142, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "'Lock in bro' is motivational/social talk, not a mathematical action.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1029", "text": "Lock in bro", "turn_id": 143, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Same phrase repeated as social/motivational commentary.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1040", "text": "Lock in bro", "turn_id": 144, "word_count": 3}, {"action": {"confidence": 0.83, "explanation": "'Exactly!' briefly affirms the prior social prompt or idea.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1029", "text": "Exactly!", "turn_id": 145, "word_count": 1}, {"action": {"confidence": 0.8, "explanation": "Student asks whether they should do 9 again after already removing it, checking consistency with prior work/constraints.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1040", "text": "Yeah, so we just removed nine. We did nine. Should we do nine again?", "turn_id": 146, "word_count": 14}, {"action": {"confidence": 0.85, "explanation": "Student suggests saving 18 for later as part of the plan.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_008", "text": "No, we could save 18,", "turn_id": 147, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Student proposes saving 9 and 3 for 18, a strategic ordering idea.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_027", "text": "three, so nine, we can't do nine. No, we could save the No, we could save the nine and the three for the 18. Oh.", "turn_id": 148, "word_count": 25}, {"action": {"confidence": 0.95, "explanation": "Student extends that plan by listing factors to save for 18: 2, 3, 6, and 9.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_036", "text": "18. For the 18, we can save the 2, 3, the 6 and the 9", "turn_id": 149, "word_count": 15}, {"action": {"confidence": 0.8, "explanation": "Student evaluates that plan as wasteful of those numbers, checking its effectiveness.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1029", "text": "that that's just wasting all of those. Yeah, we", "turn_id": 150, "word_count": 9}, {"action": {"confidence": 0.93, "explanation": "Student modifies the prior strategy to saving only the highest numbers, 6 and 9.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1040", "text": "should save the highest numbers. We should only save 6 and 9", "turn_id": 151, "word_count": 12}, {"action": {"confidence": 0.72, "explanation": "'18, 18, on three' coordinates group timing/counting for a joint action/decision.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_008", "text": "18, 18, on three.", "turn_id": 152, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Student clearly states the strategy: save the 2 highest factors, 6 and 9, for 18.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1040", "text": "Let's save the 2 highest number for 18, which is 6 and 9", "turn_id": 153, "word_count": 13}, {"action": {"confidence": 0.93, "explanation": "Student justifies why six and nine should be saved and why other factors matter less.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1040", "text": "No wait, its is six and nine, because those are the two highest factors of 18. That wouldn't make that much of a difference.", "turn_id": 154, "word_count": 24}, {"action": {"confidence": 0.92, "explanation": "Student proposes trying removing 2 early and emphasizes experimentation ('let's just try it').", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_027", "text": "I think we should remove the two early bro, let's just try it. There's no wrong. Okay.", "turn_id": 155, "word_count": 17}, {"action": {"confidence": 0.88, "explanation": "Student recommends doing 12, advocating a specific next method choice.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1029", "text": "I really recommend doing the 12", "turn_id": 156, "word_count": 6}, {"action": {"confidence": 0.9, "explanation": "Student explains the save-6-and-9 plan because 18 is the largest and 2 and 4 would be wasted.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1040", "text": "Guy, we need to save six and nine, largest number of 18. We waste two and four.", "turn_id": 157, "word_count": 17}, {"action": {"confidence": 0.83, "explanation": "Student questions the logic of saving numbers instead of getting rid of them, asking for the reasoning behind the strategy.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1029", "text": "Why are we saving things till we get rid of them? That's the point", "turn_id": 158, "word_count": 14}, {"action": {"confidence": 0.9, "explanation": "Student points out a likely writing mistake: 'Why did you write 3 bro.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_008", "text": "Why di you write 3 bro", "turn_id": 159, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "Student instructs a correction to the written work: 'You have to put 2 back.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1029", "text": "You have to put 2 back", "turn_id": 160, "word_count": 6}, {"action": {"confidence": 0.91, "explanation": "Student suggests simply trying 12 as the next strategy.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_027", "text": "Oh, yeah, so just do it actually. Just try 12, to just try 12.", "turn_id": 161, "word_count": 14}, {"action": {"confidence": 0.83, "explanation": "Student explains why it may not matter: each number will only take one factor.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_027", "text": "It doesn't matter, because we get everything will only take one factor one,", "turn_id": 162, "word_count": 13}, {"action": {"confidence": 0.87, "explanation": "Student lays out a concrete plan: do 14 on 7.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_008", "text": "It's fine, It's fine. It'll be fine, do 14 on 7", "turn_id": 163, "word_count": 11}, {"action": {"confidence": 0.54, "explanation": "'But we did' is a brief uptake indicating objection based on prior work, without a full explanation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1040", "text": "But we did", "turn_id": 164, "word_count": 3}, {"action": {"confidence": 0.91, "explanation": "Student continues the plan with 'and then 18 on 9.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_008", "text": "and then 18 on 9", "turn_id": 165, "word_count": 5}, {"action": {"confidence": 0.99, "explanation": "Student divides labor: 'I'll do this side you do that.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1029", "text": "I'll do this side you do that", "turn_id": 166, "word_count": 7}, {"action": {"confidence": 0.69, "explanation": "Student asks whether another group finished it, seeking information.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_008", "text": "Bro how? Did they finish it?", "turn_id": 167, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "Student computes/announces intermediate sums: '45, 56, 69.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_036", "text": "45, 56, 69", "turn_id": 168, "word_count": 3}, {"action": {"confidence": 0.91, "explanation": "Student asks what result they got at this location, clarifying the meaning/value of the current number.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_036", "text": "What did we get here?", "turn_id": 169, "word_count": 5}, {"action": {"confidence": 0.84, "explanation": "Student asks peers if they got it, requesting status/confirmation of the result.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_008", "text": "Wait, did you guys get it?", "turn_id": 170, "word_count": 6}, {"action": {"confidence": 0.91, "explanation": "Student asks 'Is this the answer?' to test whether the computed result satisfies the task.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1040", "text": "Is this the answer?", "turn_id": 171, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Teacher asks for the group's result: 'What is it? What did you get?'", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_005", "text": "What is it? What did you get?", "turn_id": 172, "word_count": 7}, {"action": {"confidence": 0.98, "explanation": "Student states the final computed value: 'We got 102.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1040", "text": "We got 102", "turn_id": 173, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Teacher's 'Yeah' briefly confirms the reported answer.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Yeah", "turn_id": 174, "word_count": 1}, {"action": {"confidence": 0.99, "explanation": "'Yay!' is a celebratory affective reaction after confirmation.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1029", "text": "Yay!", "turn_id": 175, "word_count": 1}], "word_count": 1381}
{"day": 3, "grade_band": "5-6", "session_id": "conv_044", "speaker_count": 9, "speakers": [{"role": "student", "speaker_id": "student_006"}, {"role": "student", "speaker_id": "student_018"}, {"role": "student", "speaker_id": "student_028"}, {"role": "student", "speaker_id": "student_030"}, {"role": "student", "speaker_id": "student_1005"}, {"role": "teacher", "speaker_id": "teacher_004"}, {"role": "teacher", "speaker_id": "teacher_005"}, {"role": "unknown", "speaker_id": "unknown_008"}, {"role": "unknown", "speaker_id": "unknown_032"}], "task_id": "tax_collector", "task_name": "Tax Collector", "turn_count": 194, "turns": [{"action": {"confidence": 0.91, "explanation": "Brief uptake opening the interaction with no substantive math content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Okay", "turn_id": 1, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "Raises a task-relevant property of 1, noting it is neither prime nor even, to clarify what numbers matter.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_006", "text": "Um, what about one though? One is not a prime number or even.", "turn_id": 2, "word_count": 13}, {"action": {"confidence": 0.54, "explanation": "Starts to suggest how they should proceed ('we shouldn't...'), setting up a method choice.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_028", "text": "Well we shouldn't...", "turn_id": 3, "word_count": 3}, {"action": {"confidence": 0.99, "explanation": "Affective exclamation without advancing the math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "Oh my god.", "turn_id": 4, "word_count": 3}, {"action": {"confidence": 0.85, "explanation": "Explains why not to start with 1: it can pair with anything and may be useful later.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_028", "text": "No we should start, not with one because one can go with anything and we could propably use it for...", "turn_id": 5, "word_count": 20}, {"action": {"confidence": 0.89, "explanation": "Suggests using 1 with 11 and explicitly prioritizing getting 11 first.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_018", "text": "We could use the one to get eleven. We want to, we don't want to use that one.", "turn_id": 6, "word_count": 18}, {"action": {"confidence": 0.98, "explanation": "Simple agreement with the prior suggestion.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Yeah", "turn_id": 7, "word_count": 1}, {"action": {"confidence": 0.91, "explanation": "Restates the plan to target 11 first.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_018", "text": "I think we want to get eleven first.", "turn_id": 8, "word_count": 8}, {"action": {"confidence": 0.94, "explanation": "Suggests a general method: start with prime numbers.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_028", "text": "So we can start with the prime numbers", "turn_id": 9, "word_count": 8}, {"action": {"confidence": 0.99, "explanation": "Another affective exclamation, not substantive.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_030", "text": "Oh my god.", "turn_id": 10, "word_count": 3}, {"action": {"confidence": 0.69, "explanation": "Justifies using 9 by linking it to 11's factor options and the proposed strategy.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_028", "text": "And since, um, since eleven only has one, we could use nine.", "turn_id": 11, "word_count": 12}, {"action": {"confidence": 0.97, "explanation": "Brief receipt of the idea.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "I know", "turn_id": 12, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "Teacher directs a workspace action: students must write their names.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_005", "text": "They have to write their names. Not an option.", "turn_id": 13, "word_count": 9}, {"action": {"confidence": 0.98, "explanation": "Short acknowledgment of the teacher's directive.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Okay", "turn_id": 14, "word_count": 1}, {"action": {"confidence": 0.86, "explanation": "Corrects a just-stated count from 8 to 7.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_006", "text": "Okay, that's eight. Oh, no that's seven.", "turn_id": 15, "word_count": 7}, {"action": {"confidence": 0.83, "explanation": "Counts through 7 to 12, then uses that to support taking 11 first.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "This is seven, eight, nine, ten, eleven, twelve. I think we should take eleven first.", "turn_id": 16, "word_count": 15}, {"action": {"confidence": 0.98, "explanation": "Simple agreement.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Yeah", "turn_id": 17, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Directs peers to take 11 and write the numbers.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_006", "text": "All right, take eleven. Write the numbers.", "turn_id": 18, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "Gives rationale for choosing 11 first: only one partner and largest prime.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_028", "text": "Okay, so we should take eleven because it only has one and is the biggest prime number there.", "turn_id": 19, "word_count": 18}, {"action": {"confidence": 0.86, "explanation": "Concise endorsement of the next move: take 11.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_030", "text": "So take eleven.", "turn_id": 20, "word_count": 3}, {"action": {"confidence": 0.99, "explanation": "Affective profanity, not mathematical.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "Fuck", "turn_id": 21, "word_count": 1}, {"action": {"confidence": 0.86, "explanation": "Describes placing 11 with 1 on the shared work, updating the representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_028", "text": "I take eleven and put one. Okay, so we have eleven, we have one, perfect.", "turn_id": 22, "word_count": 15}, {"action": {"confidence": 0.65, "explanation": "Asks what to do next, moving the group to choose the next method step.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_018", "text": "Now, what do we want to do?", "turn_id": 23, "word_count": 7}, {"action": {"confidence": 0.76, "explanation": "Holds the floor with 'Okay, so...' without substantive content yet.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Okay, so...", "turn_id": 24, "word_count": 2}, {"action": {"confidence": 0.69, "explanation": "Interprets the current state as '$11 so far,' clarifying what the step yields.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "Because we... because the tax code took that from us, so far we have $11", "turn_id": 25, "word_count": 15}, {"action": {"confidence": 0.97, "explanation": "Brief confirmation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "Okay", "turn_id": 26, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Asks whether 1 functions like a wildcard in the task.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_030", "text": "So is one like the wildcard kinda thing", "turn_id": 27, "word_count": 8}, {"action": {"confidence": 0.88, "explanation": "Answers about 1 and re-explains the prime-number strategy as easier.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_028", "text": "No, one is like, Yep. Let's start with all the prime numbers, because prime numbers are easier.", "turn_id": 28, "word_count": 17}, {"action": {"confidence": 0.92, "explanation": "Suggests the next move: do 9 next.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_030", "text": "Next we should do nine.", "turn_id": 29, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Agrees and proposes 9 as the next choice.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, I think we should nine next", "turn_id": 30, "word_count": 7}, {"action": {"confidence": 0.78, "explanation": "Maps 9 to its relevant factor/partner, 'three,' in the game structure.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_028", "text": "Nine has three", "turn_id": 31, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Short acceptance of the suggestion.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Okay, sure.", "turn_id": 32, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "Minimal agreement.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Yeah.", "turn_id": 33, "word_count": 1}, {"action": {"confidence": 0.76, "explanation": "States the current accumulated amount '$9' and asks what next, interpreting the step's result.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "Now we have $9. Now what should we do?", "turn_id": 34, "word_count": 9}, {"action": {"confidence": 0.82, "explanation": "Suggests a possible next number, considering 5 after rejecting 10.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_030", "text": "Um, not ten... five?", "turn_id": 35, "word_count": 4}, {"action": {"confidence": 0.85, "explanation": "Rejects 5 by pointing out a specific constraint violation: they don't have 1.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_028", "text": "No, because we don't have one.", "turn_id": 36, "word_count": 6}, {"action": {"confidence": 0.79, "explanation": "Evaluates whether 5 is ever possible under their current state.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "Okay, so we're never gonna be able to do five will we.", "turn_id": 37, "word_count": 12}, {"action": {"confidence": 0.8, "explanation": "Offers 7 as another possible next option.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_030", "text": "Or seven.", "turn_id": 38, "word_count": 2}, {"action": {"confidence": 0.87, "explanation": "Suggests using 10 because then 5 and 2 become possible in sequence.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_006", "text": "If we did 10, then we could do five and two.", "turn_id": 39, "word_count": 11}, {"action": {"confidence": 0.82, "explanation": "Tests that 10 would require using both factors and notes that is undesirable.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "Oh no. Oh yeah, no. We have to use both. We don't want to use both. I think we should just...", "turn_id": 40, "word_count": 21}, {"action": {"confidence": 0.62, "explanation": "Notes they need to eliminate some options, focusing on what must be removed.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_030", "text": "We have to get rid of...", "turn_id": 41, "word_count": 6}, {"action": {"confidence": 0.88, "explanation": "Evaluates 7 and concludes it cannot work under the constraints.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "I think I want to do, should we do... no... We can't do... Seven is a no go, we can't do seven.", "turn_id": 42, "word_count": 22}, {"action": {"confidence": 0.97, "explanation": "Brief agreement with the rejection of 7.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "Oh Yeah", "turn_id": 43, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Directs a representation action: X out impossible options.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "I want to X out the ones we can't do.", "turn_id": 44, "word_count": 10}, {"action": {"confidence": 0.71, "explanation": "Suggests considering 2 as a possible next move.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_028", "text": "Two?", "turn_id": 45, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Rejects 2 by identifying the reason: they already used 1.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_018", "text": "We can't do two because we took one away.", "turn_id": 46, "word_count": 9}, {"action": {"confidence": 0.8, "explanation": "Suggests saving 2 for another use later.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_006", "text": "We can use two for something else.", "turn_id": 47, "word_count": 7}, {"action": {"confidence": 0.82, "explanation": "Clarifies that they cannot make/use 2 in the current configuration.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, yeah, but we can't, we can't get the two, we can't get the two.", "turn_id": 48, "word_count": 15}, {"action": {"confidence": 0.92, "explanation": "Suggests using 4 next.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_030", "text": "Use four. Do four.", "turn_id": 49, "word_count": 4}, {"action": {"confidence": 0.79, "explanation": "Requests confirmation/clarification of the proposed 4.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_018", "text": "Four?", "turn_id": 50, "word_count": 1}, {"action": {"confidence": 0.83, "explanation": "Justifies 4 because they still have 2 available.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_030", "text": "Because we have two.", "turn_id": 51, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Adds alternative possible next moves: 6 or 8.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_028", "text": "Yeah but we can also do six or eight.", "turn_id": 52, "word_count": 9}, {"action": {"confidence": 0.89, "explanation": "Rapidly weighs several next-step options, leaning toward 10 while preserving future choices.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_008", "text": "I think we should do six or, yeah, let's do eight. No, no let's do 10. Let's do... no... because then five will get crossed out. We want to save...", "turn_id": 53, "word_count": 30}, {"action": {"confidence": 0.74, "explanation": "Suggests a structural heuristic: take the biggest number because it knocks out many others in a useful way.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_030", "text": "We should do the biggest number, then we get all of like this, this, this, this, this, these two out. These two are really good.And so are these.", "turn_id": 54, "word_count": 28}, {"action": {"confidence": 0.89, "explanation": "Assesses that 2 and 5 cannot be made with anything now.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "I don't, we can't get two and five with anything. We can't use two and five.", "turn_id": 55, "word_count": 16}, {"action": {"confidence": 0.86, "explanation": "States an important goal/constraint: they need to preserve something for 12.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_028", "text": "We want to get the 12, so we have to save something for the twelve.", "turn_id": 56, "word_count": 15}, {"action": {"confidence": 0.92, "explanation": "Uses the constraint discussion to suggest doing 10.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, we can't use two and five anyway, because of the position we're in. So let's just, should we do ten?", "turn_id": 57, "word_count": 21}, {"action": {"confidence": 0.97, "explanation": "Brief acceptance of the plan.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_030", "text": "Sure.", "turn_id": 58, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Simple confirmation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Okay.", "turn_id": 59, "word_count": 1}, {"action": {"confidence": 0.88, "explanation": "Restates the need to save resources for 12, a key task constraint.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_028", "text": "We also wanted to save something for twelve because if we get...", "turn_id": 60, "word_count": 12}, {"action": {"confidence": 0.72, "explanation": "Begins to agree with the prior concern without adding a full new idea.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, we definitely, I think we should do...", "turn_id": 61, "word_count": 8}, {"action": {"confidence": 0.96, "explanation": "Teacher instructs them to cross out 2 and 5 on the shared work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Okay, cross out two and five before the three of them because that was your third choice.", "turn_id": 62, "word_count": 17}, {"action": {"confidence": 0.79, "explanation": "Interprets their current total as '$10.'", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_018", "text": "And then we have $10", "turn_id": 63, "word_count": 5}, {"action": {"confidence": 0.84, "explanation": "General positive commentary about progress, not substantive math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_006", "text": "Okay we're working.", "turn_id": 64, "word_count": 3}, {"action": {"confidence": 0.86, "explanation": "Thinks through choices and proposes doing 8 next.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_018", "text": "Okay, and then I think we should do... we don't want to spend... So so far we have... we can take, yeah, let's do, if we do, yeah, let's do eight.", "turn_id": 65, "word_count": 31}, {"action": {"confidence": 0.71, "explanation": "Warns that choosing that option would block something else ('then we can't...').", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_028", "text": "Oh, then we can't...", "turn_id": 66, "word_count": 4}, {"action": {"confidence": 0.87, "explanation": "Evaluates that they can still do 6 and thus can still get 12.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "We can't. No, we can do six, we can get twelve.", "turn_id": 67, "word_count": 11}, {"action": {"confidence": 0.91, "explanation": "Confirms the constraint check that 12 remains possible.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_006", "text": "We can still get twelve.", "turn_id": 68, "word_count": 5}, {"action": {"confidence": 0.61, "explanation": "Corrects earlier handling of 4 and adjusts the written interpretation of the line/12.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_018", "text": "Four, I didn't get four. Oh, no. Oh, my God. Dollars, we're gonna ignore that line, and then twelve", "turn_id": 69, "word_count": 19}, {"action": {"confidence": 0.75, "explanation": "Explains why that choice is made: it's the last remaining workable thing.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_030", "text": "because that's the last thing we can do", "turn_id": 70, "word_count": 8}, {"action": {"confidence": 0.52, "explanation": "Offers 'five' as a tentative value/result in the ongoing sequence.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_018", "text": "Uh, five.", "turn_id": 71, "word_count": 2}, {"action": {"confidence": 0.94, "explanation": "Checks whether 8 has already been used.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_028", "text": "Did we already do eight?", "turn_id": 72, "word_count": 5}, {"action": {"confidence": 0.93, "explanation": "Answers the check briefly: yes.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, we did eight.", "turn_id": 73, "word_count": 4}, {"action": {"confidence": 0.91, "explanation": "Suggests the next operation: add the results together.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_028", "text": "And, yeah, I think we got it. We add it together.", "turn_id": 74, "word_count": 11}, {"action": {"confidence": 0.97, "explanation": "Teacher asks what the written 12 stands for.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Why does it say twelve?", "turn_id": 75, "word_count": 5}, {"action": {"confidence": 0.87, "explanation": "Explains that the 12 came from a line the student drew.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "Oh, no, no, that's... so I actually drew this line.", "turn_id": 76, "word_count": 10}, {"action": {"confidence": 0.98, "explanation": "Teacher briefly accepts the explanation.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Oh okay.", "turn_id": 77, "word_count": 2}, {"action": {"confidence": 0.89, "explanation": "Clarifies which line is the intended one in the drawing.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, sorry, yeah. So this is the line we're doing.", "turn_id": 78, "word_count": 10}, {"action": {"confidence": 0.89, "explanation": "Teacher acknowledges and looks over the work.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Okay, all right. Oh, let's see.", "turn_id": 79, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "Performs addition to total the chosen numbers, ending with '20.'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "10, 18, 18, 20, yeah!", "turn_id": 80, "word_count": 5}, {"action": {"confidence": 0.84, "explanation": "Interrupts to say that computation/interpretation is wrong.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_028", "text": "No, no ,no, no, no, this is...", "turn_id": 81, "word_count": 7}, {"action": {"confidence": 0.81, "explanation": "States the tentative total as 20.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_018", "text": "That's 20.", "turn_id": 82, "word_count": 2}, {"action": {"confidence": 0.8, "explanation": "Accepts the corrected total as 20.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Oh yeah that's 20.", "turn_id": 83, "word_count": 4}, {"action": {"confidence": 0.58, "explanation": "Explains the count leading to 20 by listing parts ('five, 50. That's 20').", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "Okay, five, 50. That's 20.", "turn_id": 84, "word_count": 5}, {"action": {"confidence": 0.82, "explanation": "Withdraws the prior objection after remembering a missing detail.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_028", "text": "Oh, nevermind, okay, I forgot about that.", "turn_id": 85, "word_count": 7}, {"action": {"confidence": 0.93, "explanation": "Teacher asks whether their first attempt was correct.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Did you get it right the first time?", "turn_id": 86, "word_count": 8}, {"action": {"confidence": 0.9, "explanation": "Teacher probes whether the result depends on the order or not.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Okay, now, here's the challenge. Does it have to be in this order?", "turn_id": 87, "word_count": 13}, {"action": {"confidence": 0.84, "explanation": "Student gives a tentative answer: yes, it has to be in that order.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_018", "text": "I think so, yes.", "turn_id": 88, "word_count": 4}, {"action": {"confidence": 0.89, "explanation": "Teacher suggests searching for another ordering.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Or can you find another way.", "turn_id": 89, "word_count": 6}, {"action": {"confidence": 0.79, "explanation": "Student changes position, saying they can find another order and replace this one.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_018", "text": "I  can find another order. We replaced this...", "turn_id": 90, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "Teacher states the condition that a different order must still produce the same money.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_004", "text": "It still gets this much money.", "turn_id": 91, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Simple confirmation of the teacher's condition.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Yes.", "turn_id": 92, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Teacher directs them to draw another line for a new attempt.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Okay, draw another one, draw a line.", "turn_id": 93, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "Student directs a workspace adjustment: make it bigger.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_006", "text": "Make it bigger.", "turn_id": 94, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Suggests a specific new plan: switch 8 and 12 because that seems best.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_018", "text": "I think what we should do is just, we should switch around the eight and the 12. What do you think? Because that's the best, that's the best possible way to do it.", "turn_id": 95, "word_count": 33}, {"action": {"confidence": 0.94, "explanation": "Directs how to draw it ('make it a little bit bigger').", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_028", "text": "Okay, okay, make it a little bit bigger.", "turn_id": 96, "word_count": 8}, {"action": {"confidence": 0.98, "explanation": "Brief agreement to proceed.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "Okay.", "turn_id": 97, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Playful role/commentary not directly about the math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_030", "text": "She could be the Scarecrow now because you guys...", "turn_id": 98, "word_count": 9}, {"action": {"confidence": 0.94, "explanation": "Continues the playful 'Scarecrow' remark.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "Okay, yeah, you can be the Scarecrow.", "turn_id": 99, "word_count": 7}, {"action": {"confidence": 0.91, "explanation": "Self-conscious comment about ability, more affective than mathematical.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_006", "text": "I don't know how good I with this.", "turn_id": 100, "word_count": 8}, {"action": {"confidence": 0.88, "explanation": "Self-critique about being dumb in counting; affective rather than advancing solution.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "I don't care, I meant to do six. I was really dumb about my counting.", "turn_id": 101, "word_count": 15}, {"action": {"confidence": 0.85, "explanation": "General positive comment about being good with money.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "The six? We did. Guys. I think we're really good with money because...", "turn_id": 102, "word_count": 13}, {"action": {"confidence": 0.84, "explanation": "General comment praising their reasoning, not a specific mathematical explanation.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_030", "text": "I think we're good with our reasoning.", "turn_id": 103, "word_count": 7}, {"action": {"confidence": 0.98, "explanation": "Brief agreement.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Yeah.", "turn_id": 104, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Comment about expected finishing order, not math content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_030", "text": "I thought we would be last to finish, but...", "turn_id": 105, "word_count": 9}, {"action": {"confidence": 0.6, "explanation": "Asks about group identity ('Green'), relevant to class organization rather than math.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1005", "text": "Are you guys Green?", "turn_id": 106, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Answers the group-identity question briefly.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "Yeah, we're Green.", "turn_id": 107, "word_count": 3}, {"action": {"confidence": 0.92, "explanation": "Restarts planning by proposing 11 as the first move.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_018", "text": "Okay, so the first one we take is.. we do eleven first?", "turn_id": 108, "word_count": 12}, {"action": {"confidence": 0.93, "explanation": "Justifies 11 first because it only has one.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_028", "text": "Yeah, eleven because it's only one.", "turn_id": 109, "word_count": 6}, {"action": {"confidence": 0.91, "explanation": "Directs the writing of the new attempt: first 11.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_006", "text": "Okay, so, first eleven.", "turn_id": 110, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Specifies workspace actions: circle 11 and cross out 1.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Eleven, circle eleven, crossout one.", "turn_id": 111, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Directs where to place X marks near 7 on the paper.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_030", "text": "and then put x, and then x, so put, like, a little X right next to seven, because we can't do something anymore.", "turn_id": 112, "word_count": 23}, {"action": {"confidence": 0.82, "explanation": "Names numbers that become unavailable: 5 and 2, etc.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_028", "text": "Oh, and we can't do five, and we can't do two.", "turn_id": 113, "word_count": 11}, {"action": {"confidence": 0.89, "explanation": "Directly objects that the prior claim is not correct.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_006", "text": "No, we can.", "turn_id": 114, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "Seeks clarification after the contradiction: 'We can?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_018", "text": "We can?", "turn_id": 115, "word_count": 2}, {"action": {"confidence": 0.72, "explanation": "Backs off the earlier claim, conceding 'technically' and adjusting the statement.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_028", "text": "Oh, yeah, technically, but we, well, we can't...", "turn_id": 116, "word_count": 8}, {"action": {"confidence": 0.73, "explanation": "Further refines the claim: they won't use those numbers even if technically possible.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_018", "text": "We won't, we won't, we won't...", "turn_id": 117, "word_count": 6}, {"action": {"confidence": 0.71, "explanation": "Continues repairing the prior statement about what they can/can't do.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_028", "text": "We can't, we can't, but...", "turn_id": 118, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Directs a sequence of concrete markings: take 9, cross out 3, write 2 above them.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Okay, now what we do is we take nine, take nine, take nine, and then we take and then cross out the three and write two above them.", "turn_id": 119, "word_count": 28}, {"action": {"confidence": 0.97, "explanation": "Brief confirmation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "Oh, yeah.", "turn_id": 120, "word_count": 2}, {"action": {"confidence": 0.83, "explanation": "Lays out a proposed order (10 then 12) before noticing an issue.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_018", "text": "And then we're gonna do... take ten. And then after ten is twelve, take twelve. Oh, wait, no, we can't do that because the twelve will take the four.", "turn_id": 121, "word_count": 29}, {"action": {"confidence": 0.95, "explanation": "Requests clarification about the previous claim.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_028", "text": "Wait, what?", "turn_id": 122, "word_count": 2}, {"action": {"confidence": 0.9, "explanation": "Explains that taking 12 would consume 4, causing a problem.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "If we do twelve, twelve will take the four. Yeah, okay.", "turn_id": 123, "word_count": 11}, {"action": {"confidence": 0.95, "explanation": "Another peer asks for clarification of that claim.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "Wait What?", "turn_id": 124, "word_count": 2}, {"action": {"confidence": 0.74, "explanation": "Reframes the current task goal: they are trying to get the same amount by changing the order.", "name": "orienting_to_lesson_or_activity"}, "role": "student", "speaker_id": "student_018", "text": "We're trying to get the exact same amount with replacing the order.", "turn_id": 125, "word_count": 12}, {"action": {"confidence": 0.92, "explanation": "Suggests trying 6 twice as a method.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_030", "text": "Can't we just do six twice?", "turn_id": 126, "word_count": 6}, {"action": {"confidence": 0.91, "explanation": "Rejects doing 6 twice because factors get taken; identifies why, then directs crossing it out.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_018", "text": "We can't do six twice, no, because you take all the factors, yeah, okay, just draw an X through it.", "turn_id": 127, "word_count": 20}, {"action": {"confidence": 0.93, "explanation": "Checks whether to cross out the whole thing.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_006", "text": "This whole thing?", "turn_id": 128, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Confirms and directs the workspace action: cross all of it.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_018", "text": "Yeah, everything. Cross it.", "turn_id": 129, "word_count": 4}, {"action": {"confidence": 0.76, "explanation": "States they think the current work should be good, evaluating adequacy.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_006", "text": "Okay. I think we should be good.", "turn_id": 130, "word_count": 7}, {"action": {"confidence": 0.89, "explanation": "Shifts attention to 'the second project,' framing the activity phase.", "name": "orienting_to_lesson_or_activity"}, "role": "student", "speaker_id": "student_018", "text": "Okay. Anyway, let's do the second project.", "turn_id": 131, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "Teacher asks whether they have found a different way yet.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Did you find a different way yet?", "turn_id": 132, "word_count": 7}, {"action": {"confidence": 0.84, "explanation": "Brief answer that they have not yet found one.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "No, we didn't, not a different way yet.", "turn_id": 133, "word_count": 8}, {"action": {"confidence": 0.87, "explanation": "States a tentative conclusion: there is no different way.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_030", "text": "There is no different way.", "turn_id": 134, "word_count": 5}, {"action": {"confidence": 0.87, "explanation": "Pushes back on 'no different way' and proposes trying a new start with 12.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_018", "text": "I think there is, there definitely is. Maybe we can't start with 12, but let's try.", "turn_id": 135, "word_count": 16}, {"action": {"confidence": 0.93, "explanation": "Suggests starting with 9 as an alternative approach.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_030", "text": "What if we start with with nine?", "turn_id": 136, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "Tests starting with 9 and concludes it fails because it removes 1 and blocks 11.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "Nine? We're sure? Because nine, oh yeah, no, no, nine will take one. I don't take one and then we can't take Eleven. Okay.", "turn_id": 137, "word_count": 24}, {"action": {"confidence": 0.92, "explanation": "Suggests trying 7.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_028", "text": "What if we try seven?", "turn_id": 138, "word_count": 5}, {"action": {"confidence": 0.72, "explanation": "Refers to the known case for starting with 12 and checks whether it can reach $22.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_018", "text": "We already know what taking twelve first looks like. Can get $22?", "turn_id": 139, "word_count": 12}, {"action": {"confidence": 0.81, "explanation": "Brief acceptance/continuation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "Yeah, okay.", "turn_id": 140, "word_count": 2}, {"action": {"confidence": 0.91, "explanation": "Suggests sequence '12, then 11.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_028", "text": "Then we can do twelve, and then we can do eleven.", "turn_id": 141, "word_count": 11}, {"action": {"confidence": 0.95, "explanation": "Rejects that sequence by pinpointing the issue: 11 is impossible after taking 12 first.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_018", "text": "We can't do that because we can't even get eleven in the first place if we take twelve first.", "turn_id": 142, "word_count": 19}, {"action": {"confidence": 0.98, "explanation": "Brief acknowledgment of the correction.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Oh, yeah.", "turn_id": 143, "word_count": 2}, {"action": {"confidence": 0.67, "explanation": "Counts from 7 up to 12, likely checking positions/availability.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_018", "text": "Yeah. Seven, eight, nine, ten, eleven, twelve...", "turn_id": 144, "word_count": 7}, {"action": {"confidence": 0.67, "explanation": "Offers that previous idea as 'a good way,' a tentative endorsement.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_006", "text": "That would be a good way.", "turn_id": 145, "word_count": 6}, {"action": {"confidence": 0.92, "explanation": "Concludes they must take 11 first and directs circling it.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_018", "text": "Anyway, so we know we always have to take eleven first Oh, no, circle it.", "turn_id": 146, "word_count": 15}, {"action": {"confidence": 0.95, "explanation": "Teacher asks whether they got another one.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Did you guys get another one?", "turn_id": 147, "word_count": 6}, {"action": {"confidence": 0.77, "explanation": "Responds that they have not yet, despite a false start.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "No, yeah.", "turn_id": 148, "word_count": 2}, {"action": {"confidence": 0.78, "explanation": "Teacher acknowledges and contrasts with another group having two.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_004", "text": "A second one, oh, not yet. Okay, they got two,", "turn_id": 149, "word_count": 10}, {"action": {"confidence": 0.92, "explanation": "Asks about the other group's result: 'They got two?'", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_018", "text": "They got two?", "turn_id": 150, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Teacher confirms briefly.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_004", "text": "They got two.", "turn_id": 151, "word_count": 3}, {"action": {"confidence": 0.9, "explanation": "Expresses strong curiosity/excitement rather than math reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "I need to know!", "turn_id": 152, "word_count": 4}, {"action": {"confidence": 0.91, "explanation": "Teacher denies the request briefly.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_004", "text": "No, not yet.", "turn_id": 153, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Asks whether the alternate solution at least starts with 11.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_018", "text": "Does it at least start with eleven?", "turn_id": 154, "word_count": 7}, {"action": {"confidence": 0.93, "explanation": "Teacher tells them they may ask that question to peers.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_004", "text": "You can you can ask if the second try they started with 11. Go ahead. You can ask that question.", "turn_id": 155, "word_count": 20}, {"action": {"confidence": 0.64, "explanation": "Addresses another group to ask about their second try starting with 11.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_018", "text": "For the second try, did you guys start with 11?", "turn_id": 156, "word_count": 10}, {"action": {"confidence": 0.96, "explanation": "Teacher manages the information exchange and tells students not to look.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_004", "text": "You can tell them the answer to that. Okay. No, no, no, no, no looking.", "turn_id": 157, "word_count": 15}, {"action": {"confidence": 0.88, "explanation": "Returns to planning: do 11, then maybe take a chance with 9.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_018", "text": "Okay, so let's do eleven. Should we take the chance with nine? I don't know...", "turn_id": 158, "word_count": 15}, {"action": {"confidence": 0.93, "explanation": "Suggests trying 10 instead.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_028", "text": "What about ten?", "turn_id": 159, "word_count": 3}, {"action": {"confidence": 0.91, "explanation": "Explains why not 10 now: it removes valuable numbers needed later, then suggests 9.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_018", "text": "We shouldn't do 10 because it'll take out these two and these two are valuable for these next. I think we should do nine. What do you think?", "turn_id": 160, "word_count": 28}, {"action": {"confidence": 0.83, "explanation": "Suggests using 3 for 6 now.", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_032", "text": "We can use three for six now.", "turn_id": 161, "word_count": 7}, {"action": {"confidence": 0.79, "explanation": "Rejects that because 6 would use a conflicting number.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_030", "text": "No, but six is using this one.", "turn_id": 162, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Brief acknowledgment of the objection.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "Oh, yeah.", "turn_id": 163, "word_count": 2}, {"action": {"confidence": 0.92, "explanation": "Settles on 9 as the next move.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_018", "text": "Nine, okay.", "turn_id": 164, "word_count": 2}, {"action": {"confidence": 0.9, "explanation": "Suggests 10 as the following step.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_030", "text": "Now... ten...", "turn_id": 165, "word_count": 2}, {"action": {"confidence": 0.89, "explanation": "Questions then accepts 10 as the next try.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_018", "text": "Ten? You think ten? Idon't know, okay, ten.", "turn_id": 166, "word_count": 8}, {"action": {"confidence": 0.88, "explanation": "Observes that this repeats the exact previous order, evaluating it against the goal of finding a different one.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_030", "text": "We're doing the same exact thing we did.", "turn_id": 167, "word_count": 8}, {"action": {"confidence": 0.91, "explanation": "Acknowledges that they are repeating the same thing.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_018", "text": "No, oh, yeah, we are.", "turn_id": 168, "word_count": 5}, {"action": {"confidence": 0.59, "explanation": "Decides to continue but implicitly accepts the need to alter or reconsider the plan.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_030", "text": "Let's just do that I guess.", "turn_id": 169, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "Suggests taking 6.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_018", "text": "Want to take six?", "turn_id": 170, "word_count": 4}, {"action": {"confidence": 0.92, "explanation": "Supports trying 6.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_006", "text": "Let's try with six.", "turn_id": 171, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Rejects 6 by diagnosing missing factors (2,3,1) and notes 7 is impossible too.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_018", "text": "No, we can't, because two and three are gone and one's gone. Do you want to try it? No, we can't do anything with Seven.", "turn_id": 172, "word_count": 25}, {"action": {"confidence": 0.94, "explanation": "Suggests 8 emphatically.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_028", "text": "Eight!", "turn_id": 173, "word_count": 1}, {"action": {"confidence": 0.85, "explanation": "Checks/clarifies the proposed 8.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_018", "text": "Eight?", "turn_id": 174, "word_count": 1}, {"action": {"confidence": 0.91, "explanation": "Repeats and reinforces the suggestion of 8.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_028", "text": "Eight!", "turn_id": 175, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "Rejects 8 as same as last time and revises the plan to try 10 second.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_018", "text": "But Eight's the same order as last time. We can't take anything else. Want to try second with ten? Yeah, let's try second with ten.", "turn_id": 176, "word_count": 25}, {"action": {"confidence": 0.97, "explanation": "Comment about recording/filming, not math work.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "Hello, no, that's recording.", "turn_id": 177, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Off-task question about a dropped item.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1005", "text": "Oh, who dropped this?", "turn_id": 178, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Comment noticing they are being filmed.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "Wait, that one filming us.", "turn_id": 179, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Brief answer: yes.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1005", "text": "Yes.", "turn_id": 180, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Asks why they are filming, social not mathematical.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "Why are they?", "turn_id": 181, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Continues the social question about filming.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_030", "text": "Why do you guys want to film us?", "turn_id": 182, "word_count": 8}, {"action": {"confidence": 0.99, "explanation": "Playful social response about 'good sides.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1005", "text": "Because we want to catch all your good sides.", "turn_id": 183, "word_count": 9}, {"action": {"confidence": 0.64, "explanation": "Starts with playful/self-presentational talk before returning to work; dominant function is affective/social.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "Oh, wait, so I can do anything I want? I'm a baddy, okay, um... We can always have another paper. Yeah, they're always gonna give us more paper so we're gonna circle this, put a one, x a one, okay. Yeah, $11. Now do we... well, what did we say to try next? Went on try ten?", "turn_id": 184, "word_count": 57}, {"action": {"confidence": 0.97, "explanation": "Brief agreement with the proposed next try.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_028", "text": "Yeah.", "turn_id": 185, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Lays out a revised plan: keep the same order but swap 10 and 9, then reasons through the sequence.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_018", "text": "Okay. Two. I think we just should do the exact same order, but switch the 10 and the nine around. I think that's what we do, ten and then, yeah, we do nine. Wait, nine and then what do we do? We do eight, hold on. Eight, four, eight and twelve.", "turn_id": 186, "word_count": 51}, {"action": {"confidence": 0.95, "explanation": "Adds totals aloud: 21, 30, 38...", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_030", "text": "I think we got it. That's 21, 30, 38...", "turn_id": 187, "word_count": 9}, {"action": {"confidence": 0.93, "explanation": "Checks the computed total against the target and concludes it is exactly 50.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_028", "text": "Yeah, we got it's 50. We got it exactly.", "turn_id": 188, "word_count": 9}, {"action": {"confidence": 0.88, "explanation": "Asks whether a peer was looking the whole time, about possible copying.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_018", "text": "Were you looking the whole time?", "turn_id": 189, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "Playful evasive response, not mathematical.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_030", "text": "Why would I tell you that", "turn_id": 190, "word_count": 6}, {"action": {"confidence": 0.62, "explanation": "States the discovered order succinctly, as if reporting the solution sequence to others nearby.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_028", "text": "They did eleven, ten, nine, eight...", "turn_id": 191, "word_count": 6}, {"action": {"confidence": 0.88, "explanation": "Briefly notes that this matches what they did.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_006", "text": "Oh, we did the same thing.", "turn_id": 192, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Playful commentary about their 'beautiful creations' and being hot, not math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_018", "text": "Here's beautiful creations. But like to guard our beautiful creations. I'm guarding our beautiful creation. I am so hot in here.", "turn_id": 193, "word_count": 21}, {"action": {"confidence": 0.85, "explanation": "Notes they have to go back and mentions the time, shifting attention to activity logistics.", "name": "orienting_to_lesson_or_activity"}, "role": "student", "speaker_id": "student_006", "text": "We have to go back in there I think. It's 10:11.", "turn_id": 194, "word_count": 11}], "word_count": 1704}
{"day": 3, "grade_band": "5-6", "session_id": "conv_045", "speaker_count": 6, "speakers": [{"role": "student", "speaker_id": "student_005"}, {"role": "student", "speaker_id": "student_014"}, {"role": "student", "speaker_id": "student_026"}, {"role": "student", "speaker_id": "student_033"}, {"role": "teacher", "speaker_id": "teacher_004"}, {"role": "teacher", "speaker_id": "teacher_005"}], "task_id": "tax_collector", "task_name": "Tax Collector", "turn_count": 44, "turns": [{"action": {"confidence": 0.97, "explanation": "Teacher directs a workspace action: put names on the paper.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Please make sure you put your names on the paper.", "turn_id": 1, "word_count": 10}, {"action": {"confidence": 0.69, "explanation": "Student points out candidate numbers in the task space: 'nine' and 'eleven.'", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_014", "text": "Okay so where's nine? So we got nine and we got eleven.", "turn_id": 2, "word_count": 12}, {"action": {"confidence": 0.74, "explanation": "Offers possible choices to use next: 'we can do five or we could do ten.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_033", "text": "So, um, we can do five or we could do ten.", "turn_id": 3, "word_count": 11}, {"action": {"confidence": 0.58, "explanation": "Begins suggesting what the group should do, though self-interrupted: 'I feel like we should do...'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_005", "text": "I feel like we should do.. oh wait, no...", "turn_id": 4, "word_count": 9}, {"action": {"confidence": 0.79, "explanation": "Commits to one option, 'We can do ten,' as a tentative selected value.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_033", "text": "We can do ten.", "turn_id": 5, "word_count": 4}, {"action": {"confidence": 0.84, "explanation": "Accepts and advances the specific choice: 'let's do ten.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "We can do ten, let's do ten.", "turn_id": 6, "word_count": 7}, {"action": {"confidence": 0.72, "explanation": "Shifts away from the prior choice by proposing six after reconsideration: 'oh wait... we can do six.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_005", "text": "Oh yeah but eight, oh, yeah, we can do six.", "turn_id": 7, "word_count": 10}, {"action": {"confidence": 0.95, "explanation": "Directly rejects the prior suggestion: 'No we can't.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_014", "text": "No we can't.", "turn_id": 8, "word_count": 3}, {"action": {"confidence": 0.78, "explanation": "Defends the six choice with a reason beginning 'You can do six because then...'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_026", "text": "Yeah you can. You can do six because then...", "turn_id": 9, "word_count": 9}, {"action": {"confidence": 0.86, "explanation": "Supplies a concrete combination: 'six, six, two.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_005", "text": "Yeah, six, six, two.", "turn_id": 10, "word_count": 4}, {"action": {"confidence": 0.67, "explanation": "Adds the rationale/result of the combination: 'And then get ten.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_033", "text": "And then get ten.", "turn_id": 11, "word_count": 4}, {"action": {"confidence": 0.58, "explanation": "Clarifies the computed relation 'ten for five,' explaining the preceding proposal.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_005", "text": "Yeah, ten for five.", "turn_id": 12, "word_count": 4}, {"action": {"confidence": 0.72, "explanation": "Adds another specific number to consider: 'And then eight.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "And then eight.", "turn_id": 13, "word_count": 3}, {"action": {"confidence": 0.85, "explanation": "Strongly rejects the current line and replaces it with 'twelve for four.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_026", "text": "No, no, no, no, no. twelve for four.", "turn_id": 14, "word_count": 8}, {"action": {"confidence": 0.98, "explanation": "Brief uptake of peer correction: 'Oh yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_033", "text": "Oh yeah.", "turn_id": 15, "word_count": 2}, {"action": {"confidence": 0.55, "explanation": "Packages their current work as a summary: 'this is what we got.'", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_026", "text": "So yeah, this is what we got.", "turn_id": 16, "word_count": 7}, {"action": {"confidence": 0.94, "explanation": "Asks about prior work order and notation placement on the paper.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_014", "text": "Wait, what was the first one we did? Did we do eleven first? Oh wait, are we suppose to put the little numbers on the bottom?", "turn_id": 17, "word_count": 26}, {"action": {"confidence": 0.74, "explanation": "Counts items and then asks about the total amount, initiating calculation execution.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_005", "text": "Okay, one, two, three, four, five... So how much money do we want?", "turn_id": 18, "word_count": 13}, {"action": {"confidence": 0.88, "explanation": "States a partial sum and continues adding: 'This is 23 and that's...'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_026", "text": "We have to add it up. This is 23 and that's...", "turn_id": 19, "word_count": 11}, {"action": {"confidence": 0.89, "explanation": "Offers a tentative total: '48, I think.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_014", "text": "48, I think...", "turn_id": 20, "word_count": 3}, {"action": {"confidence": 0.78, "explanation": "Asks the group to verify the total amount of the whole set.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_005", "text": "How much money is this in total guys?", "turn_id": 21, "word_count": 8}, {"action": {"confidence": 0.87, "explanation": "Provides the candidate total '48.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_033", "text": "48", "turn_id": 22, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Recomputes aloud: 'six, ten, fifteen... 21...' while checking total.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_005", "text": "How much money is this in total guys? six, ten, fifteen... 21...", "turn_id": 23, "word_count": 12}, {"action": {"confidence": 0.83, "explanation": "Repeats the candidate total '48.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_033", "text": "48", "turn_id": 24, "word_count": 1}, {"action": {"confidence": 0.74, "explanation": "Brief confirmation of the proposed total: 'Yeah that's 48.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Yeah that's 48", "turn_id": 25, "word_count": 3}, {"action": {"confidence": 0.8, "explanation": "Teacher tells them to keep current work and 'try again,' prompting a new attempt after the current result.", "name": "revising_the_method_or_answer"}, "role": "teacher", "speaker_id": "teacher_004", "text": "I can get more, leave that up and try again.", "turn_id": 26, "word_count": 10}, {"action": {"confidence": 0.72, "explanation": "States their total is $72, implicitly comparing against the target after teacher feedback.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_026", "text": "Yeah, we can leave that up. There's $72 in total.", "turn_id": 27, "word_count": 10}, {"action": {"confidence": 0.92, "explanation": "Evaluates closeness to the goal: 'You were $30 away.'", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_033", "text": "You were $30 away so that's good.", "turn_id": 28, "word_count": 7}, {"action": {"confidence": 0.87, "explanation": "Suggests the source of the problem: 'Maybe we took out the wrong numbers.'", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_005", "text": "Maybe we took out the wrong numbers.", "turn_id": 29, "word_count": 7}, {"action": {"confidence": 0.76, "explanation": "Suggests a new plan for what numbers to use next: 'do eleven and one.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_014", "text": "We should definitely do eleven and one.", "turn_id": 30, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "Directs a peer to write a number in a specific place on the shared work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_033", "text": "We should do, yeah, eleven and one… Can you write one in front of the eight?", "turn_id": 31, "word_count": 16}, {"action": {"confidence": 0.8, "explanation": "Suggests a method of using how far off they are to proceed.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_026", "text": "We can see how much we were off by how much we need by…", "turn_id": 32, "word_count": 14}, {"action": {"confidence": 0.57, "explanation": "Minimal uptake/transition: 'Okay.. I will say by...' without substantive new math.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_014", "text": "Okay.. I will say by…", "turn_id": 33, "word_count": 5}, {"action": {"confidence": 0.58, "explanation": "Interprets the difference as 'a ten, five difference,' focusing on what the gap means.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_005", "text": "There’s a ten, five difference…", "turn_id": 34, "word_count": 5}, {"action": {"confidence": 0.41, "explanation": "Fragmented comment about hearing something; does not clearly advance the math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_026", "text": "There’s nothing I hear that can…", "turn_id": 35, "word_count": 6}, {"action": {"confidence": 0.9, "explanation": "Suggests a method: use six and then subtract/take away.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_033", "text": "Wait, could we use six and then take away…", "turn_id": 36, "word_count": 9}, {"action": {"confidence": 0.72, "explanation": "Executes the proposed adjustment numerically: 'give away five... take two...'", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_026", "text": "We could give away five, because… it would take two… it would be…", "turn_id": 37, "word_count": 13}, {"action": {"confidence": 0.66, "explanation": "Comment on struggling with the line in the middle is affective/problem-state commentary more than math content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_014", "text": "Okay, okay we struggle with the line in the middle.", "turn_id": 38, "word_count": 10}, {"action": {"confidence": 0.83, "explanation": "Offers another specific value to use: 'we can use twelve.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_033", "text": "And then we can use twelve.", "turn_id": 39, "word_count": 6}, {"action": {"confidence": 0.63, "explanation": "Brief agreement with the twelve idea before trailing off.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_026", "text": "Yeah, we can use twelve and then… Gibberish", "turn_id": 40, "word_count": 8}, {"action": {"confidence": 0.92, "explanation": "States a general method: 'try and get the biggest difference.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_026", "text": "We have to try and get the biggest difference.", "turn_id": 41, "word_count": 9}, {"action": {"confidence": 0.91, "explanation": "Teacher asks the group to articulate their current thinking.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Okay, what are we thinking?", "turn_id": 42, "word_count": 5}, {"action": {"confidence": 0.8, "explanation": "Responds with a plan to try 'twelve for one.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_014", "text": "I think we can try and get twelve for one.", "turn_id": 43, "word_count": 10}, {"action": {"confidence": 0.71, "explanation": "Begins outlining the next step: 'First we have to...'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_014", "text": "First we have to…", "turn_id": 44, "word_count": 4}], "word_count": 346}
{"day": 3, "grade_band": "5-6", "session_id": "conv_046", "speaker_count": 7, "speakers": [{"role": "student", "speaker_id": "student_002"}, {"role": "student", "speaker_id": "student_011"}, {"role": "student", "speaker_id": "student_031"}, {"role": "student", "speaker_id": "student_1006"}, {"role": "teacher", "speaker_id": "teacher_004"}, {"role": "teacher", "speaker_id": "teacher_005"}, {"role": "unknown", "speaker_id": "unknown_008"}], "task_id": "tax_collector", "task_name": "Tax Collector", "turn_count": 153, "turns": [{"action": {"confidence": 0.98, "explanation": "'I'm scared bro...' is an affective reaction, not substantive math or coordination.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "I'm scared bro...", "turn_id": 1, "word_count": 3}, {"action": {"confidence": 0.84, "explanation": "Student suggests drawing twelve, which is building the shared written/visual representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_031", "text": "So draw, um, twelve and....", "turn_id": 2, "word_count": 5}, {"action": {"confidence": 0.99, "explanation": "Teacher directs students to write names on the paper, managing workspace procedures.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Please make sure to write your names on the paper.", "turn_id": 3, "word_count": 10}, {"action": {"confidence": 0.76, "explanation": "'Make them kinda...' is directing how to draw/write on the shared paper.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1006", "text": "Make them kinda...", "turn_id": 4, "word_count": 3}, {"action": {"confidence": 0.99, "explanation": "'Why?' requests explanation of the prior drawing instruction.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_031", "text": "Why?", "turn_id": 5, "word_count": 1}, {"action": {"confidence": 0.72, "explanation": "'Kind of!' continues directing how the marks should look on the workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1006", "text": "Kind of!", "turn_id": 6, "word_count": 2}, {"action": {"confidence": 0.93, "explanation": "Student notes needing to write their name, a paper-management action.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "I need to write my name.", "turn_id": 7, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Student instructs another to write numbers 1 through 12 on the paper.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1006", "text": "Just write one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve.", "turn_id": 8, "word_count": 14}, {"action": {"confidence": 0.98, "explanation": "'Is this our paper too?' asks about materials/task setup.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_011", "text": "Is this our paper too?", "turn_id": 9, "word_count": 5}, {"action": {"confidence": 0.99, "explanation": "'Yeah.' briefly confirms the answer without adding content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1006", "text": "Yeah.", "turn_id": 10, "word_count": 1}, {"action": {"confidence": 0.8, "explanation": "Student coordinates who will write and pauses to sort out the workspace action.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_031", "text": "Hey, you want me to write... Wait, do we...", "turn_id": 11, "word_count": 9}, {"action": {"confidence": 0.92, "explanation": "Student proposes how much of the numbering to write next on the paper.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1006", "text": "Next ten, can we just write, one, two, three, four, and five?", "turn_id": 12, "word_count": 12}, {"action": {"confidence": 0.99, "explanation": "Teacher gives procedural directions about paper use and writing tool.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Yeah I gave you two papers in case you needed more space. But we're only writing with the marker, we are not writing with a pencil.", "turn_id": 13, "word_count": 26}, {"action": {"confidence": 0.8, "explanation": "'I have a pen!' is a light procedural/social remark, not advancing math reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_011", "text": "I have a pen!", "turn_id": 14, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Teacher continues managing materials and workspace use.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_005", "text": "No, no, no, one pen per group. The paper is there if you need more space because look how much space they have, board-wise. Right, I gave you two peices of paper, if you need more I can give you more.", "turn_id": 15, "word_count": 41}, {"action": {"confidence": 0.9, "explanation": "Student proposes an order/method: start with 'three and nine.'", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1006", "text": "Okay, first, we should do the two. No, three and nine.", "turn_id": 16, "word_count": 11}, {"action": {"confidence": 0.97, "explanation": "'Because three is a factor of nine' gives rationale for the proposed move.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_031", "text": "Because three is a factor of nine.", "turn_id": 17, "word_count": 7}, {"action": {"confidence": 0.78, "explanation": "'Yeah, three and nine' accepts and repeats the proposed pair.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1006", "text": "Yeah, three and nine.", "turn_id": 18, "word_count": 4}, {"action": {"confidence": 0.99, "explanation": "'What do you mean?' explicitly requests explanation of the plan.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_011", "text": "What do you mean?", "turn_id": 19, "word_count": 4}, {"action": {"confidence": 0.96, "explanation": "Student directs another to mark nine and black out three on the paper.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1006", "text": "Get nine and black out three!", "turn_id": 20, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Teacher tells them to put the number underneath to track order, a workspace-management directive.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Remember to put the number underneath so you know which one you did first.", "turn_id": 21, "word_count": 14}, {"action": {"confidence": 0.98, "explanation": "'Yeah. Okay.' is brief uptake of the teacher's direction.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "Yeah. Okay.", "turn_id": 22, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "Student asks why something is crossed out, seeking understanding of the representation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1006", "text": "Okay, why is that crossed out though?", "turn_id": 23, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "'Write nine' directs a specific writing action on the shared paper.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_031", "text": "Write nine.", "turn_id": 24, "word_count": 2}, {"action": {"confidence": 0.73, "explanation": "'Wait, what? Not yet.' halts and adjusts the immediately proposed writing step.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1006", "text": "Wait, what? Not yet.", "turn_id": 25, "word_count": 4}, {"action": {"confidence": 0.66, "explanation": "'$9' puts forward a specific value to record/use.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_031", "text": "$9", "turn_id": 26, "word_count": 1}, {"action": {"confidence": 0.83, "explanation": "Student says not yet because 'we add them up though,' explaining how they should proceed.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1006", "text": "Yeah, yeah, not yet. We add them up though!", "turn_id": 27, "word_count": 9}, {"action": {"confidence": 0.88, "explanation": "Student again instructs to write nine and continue from there.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_031", "text": "Exactly, write a nine and then...", "turn_id": 28, "word_count": 6}, {"action": {"confidence": 0.58, "explanation": "Fragmented hesitation 'Why are... Okay, um...' does not clearly add math content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1006", "text": "Why are... Okay, um...", "turn_id": 29, "word_count": 4}, {"action": {"confidence": 0.55, "explanation": "Student indicates they had more to say after, signaling continuation of reasoning rather than a new calculation.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_031", "text": "I was gonna say somethings after...", "turn_id": 30, "word_count": 6}, {"action": {"confidence": 0.87, "explanation": "'Eight and four, something?' offers a tentative pair to try.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_011", "text": "Eight and four, something?", "turn_id": 31, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "'No, no, not eight and four' rejects the proposed pair as wrong for their plan.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1006", "text": "No, no, not eight and four.", "turn_id": 32, "word_count": 6}, {"action": {"confidence": 0.91, "explanation": "'Okay, five and ten' offers another possible choice.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_031", "text": "Okay, five and ten", "turn_id": 33, "word_count": 4}, {"action": {"confidence": 0.93, "explanation": "Student rejects that option because it 'includes two,' identifying the problem source.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_011", "text": "No, that's two, two. It includes two.", "turn_id": 34, "word_count": 7}, {"action": {"confidence": 0.91, "explanation": "'Why don't we do two and twelve' is another tentative option.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1006", "text": "Well why don't we do two and twelve.", "turn_id": 35, "word_count": 8}, {"action": {"confidence": 0.94, "explanation": "'but that includes six' points out why the proposal is problematic.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_011", "text": "but that includes six.", "turn_id": 36, "word_count": 4}, {"action": {"confidence": 0.43, "explanation": "This side remark about 'their 11' is unclear and not productively advancing the math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "Can they take back their 11? More than 11.", "turn_id": 37, "word_count": 9}, {"action": {"confidence": 0.9, "explanation": "Student notes that 1 also needs crossing out because it is a factor, naming an important constraint.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_031", "text": "Oh, yeah. You also need to cross out the one because, well, that's also a factor.", "turn_id": 38, "word_count": 16}, {"action": {"confidence": 0.97, "explanation": "'This is not good' is an affective evaluation of their situation.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "Ah sha... This is not good.", "turn_id": 39, "word_count": 6}, {"action": {"confidence": 0.88, "explanation": "Student checks the consequence of taking 12: several numbers would be invalidated.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_031", "text": "Oh, if you do 12, then this number's off and these numbers are off.", "turn_id": 40, "word_count": 14}, {"action": {"confidence": 0.69, "explanation": "'A bunch of numbers are off' briefly aligns with the prior constraint check.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1006", "text": "A bunch of numbers are off.", "turn_id": 41, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Student tests several choices (11, 10, 8) against factor constraints to see what remains possible.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_031", "text": "If you do eleven, there's no factor left. If you do ten, five and two are out. If you do eight, then two is out.", "turn_id": 42, "word_count": 25}, {"action": {"confidence": 0.86, "explanation": "'Four is already out' states the current status of an element in the problem.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_011", "text": "Four is already out.", "turn_id": 43, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Repeats the check that 11 leaves no factor, evaluating fit to game rules.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_031", "text": "If you do, um, eleven, there's no factor for that.", "turn_id": 44, "word_count": 10}, {"action": {"confidence": 0.91, "explanation": "Student lays out an ordered plan of moves: do 8 and 2, then 10 and 5, then 6 and 12, etc.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1006", "text": "Just do eight and two for now, okay, and then do ten and five, and then we're done. And then six and twelve. That's like eight and twelve, circle eight, circle eight. And then cross out two.", "turn_id": 45, "word_count": 37}, {"action": {"confidence": 0.75, "explanation": "'Then do five' suggests a next specific move/value.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_002", "text": "Then do five, and then do five.", "turn_id": 46, "word_count": 7}, {"action": {"confidence": 0.92, "explanation": "'Do five, cross out five' directs what to mark on the representation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_031", "text": "Do five, cross out five.", "turn_id": 47, "word_count": 5}, {"action": {"confidence": 0.99, "explanation": "'Yeah.' simply confirms the previous action.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Yeah.", "turn_id": 48, "word_count": 1}, {"action": {"confidence": 0.61, "explanation": "'And then do...' is directing the next workspace action, though incomplete.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_031", "text": "And then do...", "turn_id": 49, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "'Circle ten' is a direct instruction for the shared paper.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Circle ten.", "turn_id": 50, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "Student directs circling 12 and crossing out 6 on the representation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_031", "text": "And then circle twelve and then cross out six.", "turn_id": 51, "word_count": 9}, {"action": {"confidence": 0.9, "explanation": "Student summarizes what numbers remain available: 'all we have is nine and eleven.'", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1006", "text": "So all we have is nine and eleven.", "turn_id": 52, "word_count": 8}, {"action": {"confidence": 0.73, "explanation": "'No, we have...' starts correcting the previous inventory of remaining numbers.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_011", "text": "No, we have we have nine...", "turn_id": 53, "word_count": 6}, {"action": {"confidence": 0.83, "explanation": "Student lists the numbers they currently have left/selected: 'nine, ten, 12...'", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_031", "text": "We have nine, ten, 12...", "turn_id": 54, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Teacher asks the group to explain what they are thinking.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Alright, what are we thinking?", "turn_id": 55, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Student reports their group's current work to the teacher: they did 9, 10, and 12.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_1006", "text": "We did three numbers. We did nine, ten, and twelve.", "turn_id": 56, "word_count": 10}, {"action": {"confidence": 0.93, "explanation": "Teacher reframes the task goal: track tax collector totals too and beat the tax collector.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Okay, so make sure that you're keeping track of how much the tax collector is getting every time, too, right? Don't just keep track of your money because you want to make sure you get more money than the tax collector, correct?", "turn_id": 57, "word_count": 42}, {"action": {"confidence": 0.97, "explanation": "'Oh yeah!' shows receipt of the teacher's reminder.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1006", "text": "Oh yeah!", "turn_id": 58, "word_count": 2}, {"action": {"confidence": 0.96, "explanation": "Teacher's 'Yeah.' is a brief confirmation.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Yeah.", "turn_id": 59, "word_count": 1}, {"action": {"confidence": 0.86, "explanation": "Student maps their chosen numbers to the tax collector's numbers: 1,2,3,5,4,11.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_031", "text": "So the tax collector got one, two, three, five, four, and eleven.", "turn_id": 60, "word_count": 12}, {"action": {"confidence": 0.98, "explanation": "Student adds 10 + 12, then 22, 31, 39 to compute a total.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1006", "text": "You don't have to do the math, right? You just have to write it down. Can you just, wait... 10 plus 12, 22. 31, 39 okay. The answer is 39.", "turn_id": 61, "word_count": 30}, {"action": {"confidence": 0.79, "explanation": "Student informally evaluates whether their total beats the tax collector.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_002", "text": "Wow. We probably got more money than the tax collector.", "turn_id": 62, "word_count": 10}, {"action": {"confidence": 0.97, "explanation": "Student starts summing the tax collector's numbers: one plus two plus three plus five plus four plus seven.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1006", "text": "Okay, so one plus two, plus three plus five, plus four, yes, plus four, plus seven.", "turn_id": 63, "word_count": 16}, {"action": {"confidence": 0.93, "explanation": "'No, we didn't win' evaluates the computed result against the goal.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_031", "text": "No, we didn't win.", "turn_id": 64, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Student continues/finishes the arithmetic to compare totals: 18, 22, 27, 30, 33...", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1006", "text": "No, we didn't. Okay, um, 18, 22, 27, 30, 33 okay, we got six more dollars.", "turn_id": 65, "word_count": 16}, {"action": {"confidence": 0.95, "explanation": "'Yes!' is an affective celebration.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_011", "text": "Yes!", "turn_id": 66, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "Teacher asks what the tax collector got when they took 9, probing the meaning of that step.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_005", "text": "So when you took the nine, the tax collector got what?", "turn_id": 67, "word_count": 11}, {"action": {"confidence": 0.94, "explanation": "Student states the factors/tax collector amounts for 9: 'Three and one.'", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_1006", "text": "Three and one.", "turn_id": 68, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Teacher asks what the tax collector got for 10, checking the meaning of that move.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Okay, when you took the 10, the tax collector got... two and five?", "turn_id": 69, "word_count": 13}, {"action": {"confidence": 0.88, "explanation": "'No, no, no, we did eight' corrects the teacher's assumed move/order.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1006", "text": "No, no, no, we did eight.", "turn_id": 70, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Teacher points out errors in tracking order and missing the factor 6 for 12.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_005", "text": "What order did you go in? Remember the teacher told you, or the teacher told you to put the one in the two and the three, so you would know what order you went in. Oh, directions. We're hard at listening to those. Okay, so when you took the nine, you got the you took the one in the three, correct? Is that right? And then with the 10, one's already gone. What are the other factors of 10, two and five? Okay, so that's gone. Then if you take the 12, then you should be taking the tax collector should be taking one, two, three, four, six, you don't have a six here for them.", "turn_id": 71, "word_count": 116}, {"action": {"confidence": 0.88, "explanation": "Student compares totals: 'they got about the same amount,' evaluating success.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_011", "text": "So they got about the same amount,", "turn_id": 72, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "Teacher says this is not the best method and asks them to restart with a different number.", "name": "revising_the_method_or_answer"}, "role": "teacher", "speaker_id": "teacher_005", "text": "All right. So, this is not the best method, because you want... so let's start with a different number. What number Nix Do you think you should start with?", "turn_id": 73, "word_count": 29}, {"action": {"confidence": 0.91, "explanation": "Student proposes a new plan: start with 4 and cross out 2.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_031", "text": "I think we should start with 4 and cross out the two.", "turn_id": 74, "word_count": 12}, {"action": {"confidence": 0.82, "explanation": "'Or two and one' offers another specific starting option.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1006", "text": "Or two and one.", "turn_id": 75, "word_count": 4}, {"action": {"confidence": 0.92, "explanation": "Student extends the proposed order: do 4/2 first, then 6/3.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_031", "text": "We should do that first, and then we, I think we should do the six and then the three.", "turn_id": 76, "word_count": 19}, {"action": {"confidence": 0.66, "explanation": "Student gives rationale about saving 2 or 1 rather than using them early.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_011", "text": "I don't know, because, like, we should save two for, like, not a point eight, one, we should save one.", "turn_id": 77, "word_count": 20}, {"action": {"confidence": 0.95, "explanation": "Teacher invokes the earlier case with 12 taking out many numbers to guide current reasoning.", "name": "reusing_a_previous_case_or_pattern"}, "role": "teacher", "speaker_id": "teacher_005", "text": "I'm going to give you a hint that we talked about before. Remember when the teacher took the 12 and then we couldn't take other numbers because the 12 took out so many numbers. There were a lot of factors to 12. So let's think about numbers that have smaller number of factors. What numbers have a smaller number of factors?", "turn_id": 78, "word_count": 61}, {"action": {"confidence": 0.94, "explanation": "Student names numbers with few factors: 11, 7, and 5.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1006", "text": "Eleven, seven and five.", "turn_id": 79, "word_count": 4}, {"action": {"confidence": 0.93, "explanation": "Teacher repeats/accepts 'Eleven, seven and five...' as uptake.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Eleven, seven and five...", "turn_id": 80, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Student notes the common factor property: they all have factor 1.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1006", "text": "They all have a factor of one.", "turn_id": 81, "word_count": 7}, {"action": {"confidence": 0.98, "explanation": "'Right' briefly confirms the student's observation.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Right", "turn_id": 82, "word_count": 1}, {"action": {"confidence": 0.91, "explanation": "'But that's it' adds that these numbers have no other factors.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_1006", "text": "But that's it.", "turn_id": 83, "word_count": 3}, {"action": {"confidence": 0.75, "explanation": "Teacher prompts them to choose which of those low-factor numbers to take.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_005", "text": "So think about that. Which one should get would you...", "turn_id": 84, "word_count": 10}, {"action": {"confidence": 0.97, "explanation": "'11?' offers a tentative choice.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_031", "text": "11?", "turn_id": 85, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher asks what the tax collector would get if they take that number.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Which one should you take? So then the tax collector gets...", "turn_id": 86, "word_count": 11}, {"action": {"confidence": 0.62, "explanation": "Student changes/clarifies the choice to 'Eleven.'", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_031", "text": "Eleven.", "turn_id": 87, "word_count": 1}, {"action": {"confidence": 0.9, "explanation": "Teacher directs the method: start with 11.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_005", "text": "So start with 11. Does that make sense?", "turn_id": 88, "word_count": 8}, {"action": {"confidence": 0.98, "explanation": "'Yeah that makes sense' accepts the teacher's suggestion.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1006", "text": "Yeah that makes sense.", "turn_id": 89, "word_count": 4}, {"action": {"confidence": 0.9, "explanation": "Student's 'That's what I said earlier bro!' is a social/affective comment.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_031", "text": "That's what I said earlier bro!", "turn_id": 90, "word_count": 6}, {"action": {"confidence": 0.92, "explanation": "'then speak louder' is a social response, not mathematical work.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1006", "text": "You did? then speak louder.", "turn_id": 91, "word_count": 5}, {"action": {"confidence": 0.65, "explanation": "'Yeah, then, we should do...' begins suggesting the next plan step.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_031", "text": "Yeah, then, we should do...", "turn_id": 92, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Student suggests making a new 'envelope thingy,' managing the representation/workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1006", "text": "Wait, just make a new envelope thingy because it's kind of confusing.", "turn_id": 93, "word_count": 12}, {"action": {"confidence": 0.99, "explanation": "'Can I be the scarecrow?' is playful/off-task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_011", "text": "Can... can I be the scarecrow?", "turn_id": 94, "word_count": 6}, {"action": {"confidence": 0.88, "explanation": "'Yeah, switch everything...' directs changing the workspace setup.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1006", "text": "Yeah, switch everything...", "turn_id": 95, "word_count": 3}, {"action": {"confidence": 0.87, "explanation": "Student identifies/creates the new representation area: 'This is the new envelope thingy.'", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_031", "text": "This is the new envelope thingy.", "turn_id": 96, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "'That is?' asks for confirmation about the new representation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1006", "text": "That is?", "turn_id": 97, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "'Yes!' confirms the previous question.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "Yes!", "turn_id": 98, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "'Oh.' shows receipt/understanding.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1006", "text": "Oh.", "turn_id": 99, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Student tells where to write the order marks underneath.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_031", "text": "Wait, under here we need to do one and then one under that, because that's what we did first.", "turn_id": 100, "word_count": 19}, {"action": {"confidence": 0.98, "explanation": "'Where's the one?' asks about a specific mark in the representation.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1006", "text": "Where's the one?", "turn_id": 101, "word_count": 3}, {"action": {"confidence": 0.82, "explanation": "Student locates and clarifies the placement of the '1' on the drawing.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_031", "text": "Right there! There's just no space in between the nine and the one.", "turn_id": 102, "word_count": 13}, {"action": {"confidence": 0.95, "explanation": "Unknown speaker asks what was done 'up top,' requesting explanation of the written work.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_008", "text": "Oh! Okay, um, what did you do up top?", "turn_id": 103, "word_count": 9}, {"action": {"confidence": 0.89, "explanation": "'Maybe you should do four and two' offers a tentative next move.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_031", "text": "Maybe you should do four and two.", "turn_id": 104, "word_count": 7}, {"action": {"confidence": 0.92, "explanation": "'Four and two?' seeks confirmation/clarification of the proposal.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_1006", "text": "Four and two?", "turn_id": 105, "word_count": 3}, {"action": {"confidence": 0.89, "explanation": "Student strongly rejects 'four and two' as the choice.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_002", "text": "Yeah, four and two, no, no no no no no no no no", "turn_id": 106, "word_count": 13}, {"action": {"confidence": 0.58, "explanation": "Student explains the rejection by clarifying that the other person 'is not doing it all.'", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_031", "text": "no, what! he's... she's not doing it all.", "turn_id": 107, "word_count": 8}, {"action": {"confidence": 0.98, "explanation": "Teacher draws a chart for 'you' and 'tax collector,' explicitly building a new representation.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Right, here's what I'm gonna do. I'm gonna make a chart here. This is you. This is the tax collector. You took 11. They get one correct? Yeah. Okay. What other number do you want to do now?", "turn_id": 108, "word_count": 38}, {"action": {"confidence": 0.94, "explanation": "'Four and two' is again proposed as the next move.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_031", "text": "Four and two.", "turn_id": 109, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Teacher tests that choice against the consequence that 8 would become unavailable.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "But let me ask you a question. If you say that four and two and you can't do eight, then you can't get eight.", "turn_id": 110, "word_count": 24}, {"action": {"confidence": 0.84, "explanation": "Student changes the proposal to 'eight and two and four' after the teacher's check.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_031", "text": "Okay, then eight and two and four.", "turn_id": 111, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "Teacher reminds them why they took 11: because it has a smaller number of factors.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Okay. Now think about it. We took 11 for a reason, why? Smaller number of factors!", "turn_id": 112, "word_count": 16}, {"action": {"confidence": 0.59, "explanation": "'Yeah, I think we should do...' starts another plan suggestion.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_031", "text": "Yeah, I think we should do...", "turn_id": 113, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Teacher notes they cannot take 7 because 1 is gone, checking rule consistency.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "But we can't take seven because there's no one left.", "turn_id": 114, "word_count": 10}, {"action": {"confidence": 0.9, "explanation": "Teacher proposes an order: do 10 and 5 and then 9.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_005", "text": "I think we should do 10 and five and then nine", "turn_id": 115, "word_count": 11}, {"action": {"confidence": 0.87, "explanation": "Teacher explains that 10 would take 5 and 2, while 9 only gives up 3.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_005", "text": "and oh. 10 would take five and two, yeah, one, one only has one or two, like one factor nine, alright, if you take nine,", "turn_id": 116, "word_count": 25}, {"action": {"confidence": 0.87, "explanation": "Teacher checks the meaning for taking 9: 'they get three, right.'", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_005", "text": "yeah, they get three, right,", "turn_id": 117, "word_count": 5}, {"action": {"confidence": 0.64, "explanation": "Teacher broadly frames what they should do next: proceed and see if they can beat 39.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_005", "text": "all right, are we on a good troll now? Yeah, tax collector on some of them, like you may have to So, but just see, let's see if we get better than", "turn_id": 118, "word_count": 32}, {"action": {"confidence": 0.58, "explanation": "'39' references the target/result they are trying to improve on.", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_008", "text": "39 Okay, so I think", "turn_id": 119, "word_count": 5}, {"action": {"confidence": 0.79, "explanation": "'thinking really hard' is affective commentary on the group's effort.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_011", "text": "thinking really hard,", "turn_id": 120, "word_count": 3}, {"action": {"confidence": 0.72, "explanation": "Student reasons that choices like 12 and 6 may be bad because 6 is a big number and many moves take 2.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1006", "text": "All of them are gonna take two. Oh, okay, so do 12 six. Do 12, six and two? Wait, six is a big number that's going to be six.", "turn_id": 121, "word_count": 29}, {"action": {"confidence": 0.86, "explanation": "Unknown speaker evaluates that 'they're gonna get eight' if they take 12.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_008", "text": "They're gonna get eight. Oh, if we get 12.", "turn_id": 122, "word_count": 9}, {"action": {"confidence": 0.95, "explanation": "'What should we do?' asks the group for the next step.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_011", "text": "What should we do?", "turn_id": 123, "word_count": 4}, {"action": {"confidence": 0.87, "explanation": "'Ten and five and two?' offers a tentative option.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1006", "text": "Ten and five and two?", "turn_id": 124, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "'Yeah.' briefly accepts the proposed option.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "Yeah.", "turn_id": 125, "word_count": 1}, {"action": {"confidence": 0.92, "explanation": "Student lays out a sequence: then 12 and 6, then 8 and 4.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_011", "text": "...and then 12 and six and then eight and four.", "turn_id": 126, "word_count": 10}, {"action": {"confidence": 0.88, "explanation": "Teacher remarks that they are 'taking away a lot,' evaluating the consequence of the plan.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_004", "text": "You're taking away a lot.", "turn_id": 127, "word_count": 5}, {"action": {"confidence": 0.58, "explanation": "'Yeah, do...' is an incomplete but affirmative proposal to proceed.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_011", "text": "Yeah, do...", "turn_id": 128, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "'So you think 10?' asks the students to confirm the intended choice.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_004", "text": "So you think 10?", "turn_id": 129, "word_count": 4}, {"action": {"confidence": 0.93, "explanation": "'10, I think you should do 10 first' advances a specific next choice.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1006", "text": "10, I think you should do 10 first.", "turn_id": 130, "word_count": 8}, {"action": {"confidence": 0.97, "explanation": "Teacher asks what the tax collector takes for that move.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_004", "text": "And then what's the tax collector taking?", "turn_id": 131, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "'Five and two?' maps the chosen 10 to the tax collector's factors.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_011", "text": "Five and two?", "turn_id": 132, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "'Okay, correct.' confirms the mapping.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Okay, correct.", "turn_id": 133, "word_count": 2}, {"action": {"confidence": 0.76, "explanation": "Student suggests continuing after 10 with 7, while noting 5 and 2.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_011", "text": "10 and then seven, five and two?", "turn_id": 134, "word_count": 7}, {"action": {"confidence": 0.85, "explanation": "'Nope, seven here, and then 10' adjusts the proposed order.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_002", "text": "Nope, seven here, and then 10.", "turn_id": 135, "word_count": 6}, {"action": {"confidence": 0.53, "explanation": "Hesitant filler 'Um, okay, like...' does not contribute clear math content.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1006", "text": "Um, okay, like...", "turn_id": 136, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "Teacher directs how to write the little 5 and 2 next to 10 on the chart.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_004", "text": "That's, you know, because that's telling us five and two. I know it's seven. Just write a little five and a little two next. All right. Now, what do you think?", "turn_id": 137, "word_count": 31}, {"action": {"confidence": 0.93, "explanation": "'Um, eight and four' offers the next choice.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1006", "text": "Um, eight and four.", "turn_id": 138, "word_count": 4}, {"action": {"confidence": 0.94, "explanation": "Teacher accepts the proposal: 'Okay, eight, yeah, I see it.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Okay, eight, yeah, I see it. Yeah, yeah.", "turn_id": 139, "word_count": 8}, {"action": {"confidence": 0.63, "explanation": "'Oh, wait, yeah' indicates a quick adjustment/repair in response to the prior move.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1006", "text": "I Oh, wait, yeah,", "turn_id": 140, "word_count": 4}, {"action": {"confidence": 0.77, "explanation": "'Forgot the order...' points out the need to track move order as a task requirement.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_002", "text": "Forgot the order...", "turn_id": 141, "word_count": 3}, {"action": {"confidence": 0.62, "explanation": "'We can't get 78' evaluates whether their totals/choices satisfy the goal.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_1006", "text": "We can't get 78.", "turn_id": 142, "word_count": 4}, {"action": {"confidence": 0.87, "explanation": "Teacher tells them to add up their numbers, prompting the computation execution.", "name": "carrying_out_a_computation_step"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Add him up. How much are you getting?", "turn_id": 143, "word_count": 8}, {"action": {"confidence": 0.74, "explanation": "Student asks/interprets whether the tax collector gets an extra seven from the current setup.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1006", "text": "Well, then he gets an extra seven, right.", "turn_id": 144, "word_count": 8}, {"action": {"confidence": 0.89, "explanation": "Teacher redirects to compute the students' own total: 'How much are you getting?'", "name": "carrying_out_a_computation_step"}, "role": "teacher", "speaker_id": "teacher_004", "text": "How much are you getting, though? How much are you getting?", "turn_id": 145, "word_count": 11}, {"action": {"confidence": 0.98, "explanation": "Student performs the sum: 11 + 9 = 20, +10 = 30, 38, 40, then 50.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_031", "text": "11 plus nine equals 20, 20 plus 10 equals 30, 38, um, 40, and then, no, 50!", "turn_id": 146, "word_count": 17}, {"action": {"confidence": 0.78, "explanation": "'Yeah, we have 50' accepts the computed total.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1006", "text": "Yeah, we have 50.", "turn_id": 147, "word_count": 4}, {"action": {"confidence": 0.73, "explanation": "Teacher reframes the immediate focus: they only care about the students' total for this step.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_004", "text": "No, we don't care what the tax collector gets.", "turn_id": 148, "word_count": 9}, {"action": {"confidence": 0.68, "explanation": "'Actually we do' directly challenges the teacher's statement about what matters.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_031", "text": "Actually we do.", "turn_id": 149, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Student revises by recomputing aloud to 28.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1006", "text": "Bro, if you think about it, 10,20, 20... 28!", "turn_id": 150, "word_count": 9}, {"action": {"confidence": 0.93, "explanation": "Teacher checks whether the result means they got more.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_004", "text": "So yay! We got more?", "turn_id": 151, "word_count": 5}, {"action": {"confidence": 0.84, "explanation": "'Yeah, we got...' begins confirming the teacher's check.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1006", "text": "Yeah, we got...", "turn_id": 152, "word_count": 3}, {"action": {"confidence": 0.59, "explanation": "Teacher closes by summarizing success relative to the goal: that's what she wanted them to do.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Awesome. Awesome. Guess what? That's it. That's what I wanted you to do.", "turn_id": 153, "word_count": 13}], "word_count": 1495}
{"day": 3, "grade_band": "5-6", "session_id": "conv_047", "speaker_count": 6, "speakers": [{"role": "student", "speaker_id": "student_027"}, {"role": "student", "speaker_id": "student_028"}, {"role": "student", "speaker_id": "student_030"}, {"role": "teacher", "speaker_id": "teacher_004"}, {"role": "teacher", "speaker_id": "teacher_005"}, {"role": "unknown", "speaker_id": "unknown_027"}], "task_id": "tax_collector", "task_name": "Tax Collector", "turn_count": 36, "turns": [{"action": {"confidence": 0.98, "explanation": "The teacher names the activity, 'Tax Collector,' introducing the lesson/task rather than specific mathematical details.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Tax Collector.", "turn_id": 1, "word_count": 2}, {"action": {"confidence": 0.77, "explanation": "'All right!' is a brief transition/uptake move signaling readiness to continue.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_004", "text": "All right!", "turn_id": 2, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "'I don't like tax' is an affective reaction to the scenario, not mathematical reasoning or coordination.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_027", "text": "I don't like tax", "turn_id": 3, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "The teacher lays out the core setup: 12 envelopes, dollar amounts, one choice at a time, and the goal context.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_004", "text": "So, there are, there are 12, there are 12 envelopes. We're going to pretend that these are 12 envelopes. And in this envelope there's $1. In this envelope, there's $2, $3, $4, $5, and so on. How much money is in this envelope? How much money is in this envelope? Okay and this is your money. You can have it whenever you want. You just have to ask, so, so which, which one do you want? Which do you want? You can only have one at a time.", "turn_id": 4, "word_count": 88}, {"action": {"confidence": 0.91, "explanation": "The teacher frames that there are 'some rules,' signaling task directions and activity setup.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_005", "text": "All right, y'all gotta listen, okay, there are some rules.", "turn_id": 5, "word_count": 10}, {"action": {"confidence": 0.98, "explanation": "'Oh, I'm scared' is a playful affective comment, not substantive task work.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_027", "text": "Oh, I'm scared.", "turn_id": 6, "word_count": 3}, {"action": {"confidence": 0.97, "explanation": "The teacher adds an essential rule: taxes mean the collector takes 1, 2, 3, 4, and 6 after 12.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Oh, I forgot to tell you, you have to pay taxes on this money. So the tax collector is going to take one, two, three, four, and six.", "turn_id": 7, "word_count": 28}, {"action": {"confidence": 0.7, "explanation": "The student objects that the listed numbers are 'not 12,' explicitly challenging the prior statement's correctness.", "name": "challenging_or_diagnosing_an_error"}, "role": "unknown", "speaker_id": "unknown_027", "text": "That's not 12?", "turn_id": 8, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "The teacher asks students to explain the relationship between 12 and the collected envelopes.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Why? Why do you think, when you take the envelope 12, why do you think the tax collector is going to take one, two, three, four, and six? Can anybody think of a relationship there? A relationship. student_030?", "turn_id": 9, "word_count": 38}, {"action": {"confidence": 0.88, "explanation": "The student offers a candidate relationship: the numbers 'all add up to twelve.'", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_030", "text": "They all add up to twelve.", "turn_id": 10, "word_count": 6}, {"action": {"confidence": 0.94, "explanation": "The teacher rejects that proposal, saying the envelopes do not add to 12, identifying it as incorrect.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_004", "text": "They add up to 12? Oh, I don't think they add up to 12. student_028?", "turn_id": 11, "word_count": 15}, {"action": {"confidence": 0.97, "explanation": "The student proposes the correct organizing structure: the collected numbers are factors of 12.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_028", "text": "All of them are factors of twelve.", "turn_id": 12, "word_count": 7}, {"action": {"confidence": 0.93, "explanation": "The teacher briefly accepts the student's idea with 'Ah... Okay, all right.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Ah, they're factors of 12. Okay, all right. Okay, so", "turn_id": 13, "word_count": 10}, {"action": {"confidence": 0.89, "explanation": "The teacher asks whether the tax collector 'has to collect something every time,' requesting clarification of a rule.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_005", "text": "the teacher, does the tax collector have to collect something every time?", "turn_id": 14, "word_count": 12}, {"action": {"confidence": 0.81, "explanation": "The teacher confirms the rule ('Has to collect something every time') and restates the next task choice.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Has to collect something every time. So what envelope do you want now?", "turn_id": 15, "word_count": 13}, {"action": {"confidence": 0.91, "explanation": "'Eleven!' is a proposed next envelope choice within the game.", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_027", "text": "Eleven!", "turn_id": 16, "word_count": 1}, {"action": {"confidence": 0.96, "explanation": "The teacher says that 11 cannot be chosen, rejecting the proposed move as invalid.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Eleven? Oh, I can't give you the eleven.", "turn_id": 17, "word_count": 8}, {"action": {"confidence": 0.75, "explanation": "The student objects 'There's one!' challenging the teacher's rejection by pointing to a supposed available factor.", "name": "challenging_or_diagnosing_an_error"}, "role": "unknown", "speaker_id": "unknown_027", "text": "There's one!", "turn_id": 18, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "'No, the one is gone!' explicitly identifies why the student's objection is wrong.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_005", "text": "No, the one is gone!", "turn_id": 19, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "The teacher explains why 11 is impossible: its only factors are 1 and 11, and 1 is already gone.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Because, because then the tax collector would have to tell, what's the only factor two factors of 11. What are they? one and eleven, and the one's gone. So you can't take eleven.", "turn_id": 20, "word_count": 33}, {"action": {"confidence": 0.96, "explanation": "'Ten!' proposes a new envelope choice.", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_027", "text": "Ten!", "turn_id": 21, "word_count": 1}, {"action": {"confidence": 0.84, "explanation": "The teacher accepts 10 and identifies that 5 is a factor that must also be taken.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Ten? Okay, ten. Oh, and there's five, okay, so ten...", "turn_id": 22, "word_count": 10}, {"action": {"confidence": 0.94, "explanation": "'But the two is gone?' asks about whether a missing factor affects the validity of choosing 10.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_027", "text": "But the two is gone?", "turn_id": 23, "word_count": 5}, {"action": {"confidence": 0.83, "explanation": "The teacher explains that the move is still allowed because another factor remains.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_005", "text": "But there's still a factor.", "turn_id": 24, "word_count": 5}, {"action": {"confidence": 0.76, "explanation": "The teacher restates the rule implication ('there's still a factor of ten') and prompts the next allowed choice.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_004", "text": "So there's still a factor of ten. Okay, all right, so now, now, what do you want to take?", "turn_id": 25, "word_count": 19}, {"action": {"confidence": 0.84, "explanation": "'Nothing else' offers a candidate conclusion that no more envelopes can be taken.", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_027", "text": "Nothing else.", "turn_id": 26, "word_count": 2}, {"action": {"confidence": 0.91, "explanation": "The teacher tests that claim by checking a specific remaining option: 'can I take seven?'", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Nothing else? Well, can I take seven?", "turn_id": 27, "word_count": 7}, {"action": {"confidence": 0.79, "explanation": "The student's 'No' evaluates 7 against the game's constraints, maintaining that it is not allowed.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_027", "text": "No", "turn_id": 28, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "The teacher similarly checks another remaining option, 8, against the constraints.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Oh, how about eight?", "turn_id": 29, "word_count": 4}, {"action": {"confidence": 0.8, "explanation": "The student answers 'No,' evaluating 8 as invalid under the rules.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_027", "text": "No", "turn_id": 30, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "The teacher tests 9 as another case to see whether any moves remain.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Nine?", "turn_id": 31, "word_count": 1}, {"action": {"confidence": 0.8, "explanation": "The student's 'No' confirms 9 also does not fit the move constraints.", "name": "checking_whether_a_result_fits_constraints"}, "role": "unknown", "speaker_id": "unknown_027", "text": "No.", "turn_id": 32, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "This long teacher turn summarizes the example, explains notation conventions, states the objective (get more than $22), and gives instructions for how students will record work.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Oh, you know, can't take... well, then, you know what happens. Then the tax collector takes all the envelopes that are left. So out of all... listen so you hear the directions. Out of all of this money, you only get $10 and $12 so how much money do you get? You get $22, now I know that you can get more money than $22, so your job is to figure out how you should pick, now listen, how you should pick the envelopes. Now I wanted to show you talk about something here so that you... can you hold for one second, and if I don't answer your question, I'm happy to... I want, I want to talk about how I wrote this so I have the 12 envelopes. Notice that I circled what comes to us, and I slashed what went to the tax collector. So we're going to use that system so we all understand when we look at it later, what it you know, what it represents. Then the other thing that I did, did you see the little numbers that I wrote underneath? Okay, so I put a one here, because this was my first... Oops... my first action. I took the twelve. I gave the tax collector a six, four, three, a two and a one, and then there's a two under here, because that was my second transaction, and I slashed the five. Does everybody understand what the little numbers underneath are for? It just so that when we say to you, what did you do first? And you say, I don't know, you will know, because we have the numbers there saying I did this first. Okay, person_anon?", "turn_id": 33, "word_count": 286}, {"action": {"confidence": 0.98, "explanation": "The student asks whether picking 12 means you must give the tax collector all its factors.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_027", "text": "I have a question, when you like, do if you, for example, you pick 12. Can you only, can you... have to pick all the factors?", "turn_id": 34, "word_count": 26}, {"action": {"confidence": 0.97, "explanation": "The teacher answers by stating the rule explicitly: all remaining factors of 12 must be collected.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "All remaining factors, all the factors of 12, all of them.", "turn_id": 35, "word_count": 11}, {"action": {"confidence": 0.89, "explanation": "The teacher praises the question, restates the rule, gives the overall goal and strategic directions for repeated tries, and organizes students into groups.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_004", "text": "What a good question. That is a fantastic question. Okay, what other questions? Let me just repeat what student_027 said, because it was so good. Like, when you pick 12, do you have to give the tax collector all the factors? And the answer is yes, and there has to be at least one factor there. Okay, so your job is to get the most money that you can. Now, one more thing, leave, leave up your tries. This is your first try, and then do it again, because then you can... it'll help you. You'll say, \"Oh, I took the 12 and that wasn't a good idea, Let me try to take something else first\". Okay, and talk about strategies. Okay, questions before we break up into groups. No, oh, actually, yes, no. Okay, we are gonna have, I have to see the colors. Can you guys hold your I know we'll figure out where you going in a second. Okay, so we're going to have red come on over here. Then we're going to have green over at two. We're going to have yellow at three and pink at four. Red, green, yellow, pink. Red. I know it's for this, it's for this thing, yeah, red, green, yellow, pink, okay, let's see. I don't want you to be just because you were to change it up. Okay, can you pick another one? You're ready to write your names on the board, please? Okay, you'll work with one. Thank you. That's okay. There's going to be four because we have 17 People.", "turn_id": 36, "word_count": 263}], "word_count": 933}
{"day": 3, "grade_band": "7-8", "session_id": "conv_048", "speaker_count": 3, "speakers": [{"role": "student", "speaker_id": "student_016"}, {"role": "student", "speaker_id": "student_1024"}, {"role": "teacher", "speaker_id": "teacher_003"}], "task_id": "tax_collector", "task_name": "Tax Collector", "turn_count": 35, "turns": [{"action": {"confidence": 0.95, "explanation": "Student volunteers to write and suggests circling/crossing out numbers, directing how the shared workspace should be organized.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1024", "text": "I’ll write the numbers and stuff. Maybe we should circle the ones we’re choosing and cross out the ones we’re not.", "turn_id": 1, "word_count": 21}, {"action": {"confidence": 0.91, "explanation": "The speaker refers back to doing '11 and 9 last time,' invoking a prior case to guide current work.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_1024", "text": "Wait, didn’t we do 11 and 9 last time?", "turn_id": 2, "word_count": 9}, {"action": {"confidence": 0.62, "explanation": "This clarifies the status of the prior example by noting it was mentioned 'last week,' helping establish what prior information is relevant.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_016", "text": "No, but she said that last week.", "turn_id": 3, "word_count": 7}, {"action": {"confidence": 0.78, "explanation": "The student suggests a plan: eliminate other numbers while keeping a particular one, which is a method for proceeding.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1024", "text": "I feel like we need a way to get rid of the other numbers—just not like the two. We still get rid of them.", "turn_id": 4, "word_count": 24}, {"action": {"confidence": 0.99, "explanation": "Brief 'Yeah' shows receipt and agreement without adding new mathematical content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_016", "text": "Yeah.", "turn_id": 5, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Another short confirmation ('Oh yeah') mainly acknowledges the prior idea.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_016", "text": "Oh yeah.", "turn_id": 6, "word_count": 2}, {"action": {"confidence": 0.8, "explanation": "Restates the need for a method to 'get rid of' certain numbers, continuing the plan for solving.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1024", "text": "But we still need a way to get rid of them.", "turn_id": 7, "word_count": 11}, {"action": {"confidence": 0.74, "explanation": "Suggests a specific possible choice, 'Maybe we should do four,' which is a tentative candidate rather than just a general method.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_016", "text": "Yeah. Maybe we should do four? Wait, no no no… yeah because then—", "turn_id": 8, "word_count": 13}, {"action": {"confidence": 0.84, "explanation": "The immediate 'No, because—' pushes back on the previous candidate and signals it is not correct or suitable.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1024", "text": "No, because—", "turn_id": 9, "word_count": 2}, {"action": {"confidence": 0.52, "explanation": "'Yes, we should' evaluates the prior proposal as workable in context, functioning as a check of fit rather than a new plan.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_016", "text": "Yes, we should.", "turn_id": 10, "word_count": 3}, {"action": {"confidence": 0.82, "explanation": "'Because look, minus that one and—' begins to justify why the proposed choice works.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_016", "text": "Because look, minus that one and—", "turn_id": 11, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "'Right, okay so...' indicates uptake of the explanation and transition to continue.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1024", "text": "Right, okay so...", "turn_id": 12, "word_count": 3}, {"action": {"confidence": 0.63, "explanation": "'Wait, so we get two—' starts computing an intermediate result from the current selections.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1024", "text": "Wait, so we get two—", "turn_id": 13, "word_count": 5}, {"action": {"confidence": 0.86, "explanation": "Offers specific numbers, '10 and 5,' as the next chosen values to use.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_016", "text": "And then we do 10 and 5, right?", "turn_id": 14, "word_count": 8}, {"action": {"confidence": 0.97, "explanation": "Repeats and accepts '10 and 5' without extending the reasoning.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1024", "text": "Yeah, 10 and 5.", "turn_id": 15, "word_count": 4}, {"action": {"confidence": 0.72, "explanation": "Adds another specific value, '6,' as part of the emerging selection.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_016", "text": "And then we do 6… umm—", "turn_id": 16, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "'And then we get 8' states a computed intermediate outcome.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1024", "text": "And then we get 8.", "turn_id": 17, "word_count": 5}, {"action": {"confidence": 0.88, "explanation": "'I like this one' is an affective evaluation of the approach, not substantive reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_016", "text": "I like this one.", "turn_id": 18, "word_count": 4}, {"action": {"confidence": 0.68, "explanation": "The isolated '46' is most plausibly a tentative numerical result being put forward for consideration.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1024", "text": "46.", "turn_id": 19, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Asks how the work moved from 16 to 32, requesting interpretation of a step/intermediate number.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_016", "text": "Wait, how did it go from 16 to 32?", "turn_id": 20, "word_count": 9}, {"action": {"confidence": 0.58, "explanation": "'So...' is a minimal transitional uptake without clear new content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1024", "text": "So...", "turn_id": 21, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "Repeats the question about going from 16 to 32, again seeking meaning of the step.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_016", "text": "Wait no, how did it go from 16 to 32?", "turn_id": 22, "word_count": 10}, {"action": {"confidence": 0.96, "explanation": "The speaker corrects the prior number to '22,' explicitly changing the earlier result after the question exposed an error.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1024", "text": "Oh wait—22. I’m special sometimes.", "turn_id": 23, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "'Work smarter, not harder' is playful/social commentary rather than direct math reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1024", "text": "You’re like, “work smarter, not harder.”", "turn_id": 24, "word_count": 6}, {"action": {"confidence": 0.75, "explanation": "Teacher evaluates the group's current work as close but improvable, monitoring how well it fits the task.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_003", "text": "You’re close, I like it. But you can do better.", "turn_id": 25, "word_count": 10}, {"action": {"confidence": 0.92, "explanation": "Student says they will rewrite it and stop using the prior approach, explicitly revising the work.", "name": "revising_the_method_or_answer"}, "role": "student", "speaker_id": "student_1024", "text": "Alright so... I’ll rewrite it. Now we’re not doing that.", "turn_id": 26, "word_count": 10}, {"action": {"confidence": 0.81, "explanation": "Pushes back on the revision by saying 'We kinda have to do that,' indicating the proposed change is not acceptable.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_016", "text": "We kinda have to do that.", "turn_id": 27, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "Discusses rewriting and crossing out unused numbers, directing changes to the written shared workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1024", "text": "Yeah, they’re already good. So six and two... we kinda have to rewrite this, lowkey. I’m going to cross out the ones we’re not using.", "turn_id": 28, "word_count": 25}, {"action": {"confidence": 0.71, "explanation": "'I feel like we have to give them two' proposes a next-step method for how to proceed.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_016", "text": "I feel like we have to give them two.", "turn_id": 29, "word_count": 9}, {"action": {"confidence": 0.93, "explanation": "Teacher suggests a sequence of moves: keep 11 and 9, take out 5 and 2, maybe take out 4; this is guidance on method.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_003", "text": "11 and 9—I like that. Take out five and two. That’s okay, take out four. That might work.", "turn_id": 30, "word_count": 18}, {"action": {"confidence": 0.67, "explanation": "'And then we can do...' begins extending the teacher's method with another possible next step.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1024", "text": "And then we can do...", "turn_id": 31, "word_count": 5}, {"action": {"confidence": 0.88, "explanation": "'We can also take out two' adds another procedural move for simplifying the set.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_016", "text": "We can also take out two.", "turn_id": 32, "word_count": 6}, {"action": {"confidence": 0.94, "explanation": "'Oh, my bad…' is a brief acknowledgment of correction or oversight.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1024", "text": "Oh, my bad…", "turn_id": 33, "word_count": 3}, {"action": {"confidence": 0.51, "explanation": "'And then that can take—' begins an execution step about what follows from removing that number, though unfinished.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_016", "text": "And then that can take—", "turn_id": 34, "word_count": 5}, {"action": {"confidence": 0.95, "explanation": "Returns to '11 and 9' as the helpful earlier route, explicitly reusing that prior case/pattern.", "name": "reusing_a_previous_case_or_pattern"}, "role": "student", "speaker_id": "student_1024", "text": "We were on the right track with 11 and 9.", "turn_id": 35, "word_count": 10}], "word_count": 273}
{"day": 3, "grade_band": "7-8", "session_id": "conv_049", "speaker_count": 2, "speakers": [{"role": "teacher", "speaker_id": "teacher_002"}, {"role": "teacher", "speaker_id": "teacher_003"}], "task_id": "tax_collector", "task_name": "Tax Collector", "turn_count": 35, "turns": [{"action": {"confidence": 0.95, "explanation": "Teacher announces a 'new rule' for the game and frames how the game will work, rather than solving a specific case.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_003", "text": "But you get to go again. You get to go again. Don't worry. 11. Oh, new rule. New rule, because I want to make it more fun—the new rule is you can't pick a number if it doesn't have a factor, because we're mean tax collectors and we want money every time you play. So you can't pick 11.", "turn_id": 1, "word_count": 59}, {"action": {"confidence": 0.88, "explanation": "Teacher restates the rule about not taking 11 and closes the prior round, framing the game context.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_002", "text": "All right, so you can't take 11, because there's no factor. So this game was fun. You made $12—congratulations.", "turn_id": 2, "word_count": 19}, {"action": {"confidence": 0.98, "explanation": "Teacher explains the goal, rules, and what students will do on their boards; this is activity setup.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_003", "text": "All right, so the rules are going to be for this game that you want to make the most money, okay? And every time you choose something, there must be a factor that the tax collector can take, okay? That factor can be one, that’s all right. But once you do it, we’re going to cross it off. So on your boards, in just a minute, what we're going to do is, I would like you to draw the 12 envelopes, and then I want you to keep track, just like this, of what we have. The winning group—the group that gets the highest—will get a prize.", "turn_id": 3, "word_count": 107}, {"action": {"confidence": 0.82, "explanation": "Teacher specifies which numbers the tax collector would get and states the end condition that leftover money goes to the collector.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_003", "text": "So the tax collector, in this case, would get the 5, they get the 7, they get the 8, and they get the 9 and the 11. So they made out like a bandit this time. But we're just concerned who can make the most money for themselves, okay? At the end, whatever's left, the tax collector is taking all that money. Does anybody have any clarifying questions before we start the actual test?", "turn_id": 4, "word_count": 74}, {"action": {"confidence": 0.83, "explanation": "Teacher clarifies a permissible move: if 11 is chosen first, factor 1 can be taken, specifying a rule constraint.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Okay, so if 11 is your first pick, you can take the factor of one. As long as you’re paying the tax collector something, it’s okay. Great question.", "turn_id": 5, "word_count": 28}, {"action": {"confidence": 0.82, "explanation": "Teacher asks a procedural question about whether to use puzzle pieces or letters, managing classroom organization.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Okay, all right, the teacher, do we want to do puzzle pieces or letters today?", "turn_id": 6, "word_count": 15}, {"action": {"confidence": 0.58, "explanation": "A brief choice of 'Letters' answers the teacher's organizational question with a specific option.", "name": "proposing_a_candidate_solution"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Letters.", "turn_id": 7, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "Teacher directs students to join groups and asks for a letter, coordinating grouping.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Once you have your group, you can go ahead and join a spot. So what's your letter?", "turn_id": 8, "word_count": 17}, {"action": {"confidence": 0.95, "explanation": "Teacher manages group formation by checking group size and asking who has letter K.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Yep, there should be three people in your group. What letter are you looking for? K, anybody have a K—the heart?", "turn_id": 9, "word_count": 21}, {"action": {"confidence": 0.9, "explanation": "Teacher launches the task—play the game, seek the highest number, and record each trial.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_003", "text": "All right, my friends, play the tax collector. Who can get the highest number to keep? Okay? All right, go ahead. Yes, I want to see each trial. So draw 12 envelopes and keep score.", "turn_id": 10, "word_count": 35}, {"action": {"confidence": 0.86, "explanation": "Teacher tells students when to call her over and what feedback she will give, framing the procedure for the activity.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Once you have a total for your round, call me over. I'll tell you if you have the highest you can get.", "turn_id": 11, "word_count": 22}, {"action": {"confidence": 0.86, "explanation": "Again sets the procedure: once they have a total, call teacher to see if they can improve.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Once you have a total, call me over. I’ll tell you if you can do better.", "turn_id": 12, "word_count": 16}, {"action": {"confidence": 0.72, "explanation": "Teacher responds to a trial by saying they can get a higher number and should try again, prompting revision.", "name": "revising_the_method_or_answer"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Yep, you can get a higher number. Try again. Good first try though.", "turn_id": 13, "word_count": 13}, {"action": {"confidence": 0.75, "explanation": "Teacher says the current total can be improved and encourages another attempt, signaling revision of the result.", "name": "revising_the_method_or_answer"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Once you have a total, call me over. Maybe you’ll be a winner. You can do better.", "turn_id": 14, "word_count": 17}, {"action": {"confidence": 0.62, "explanation": "Teacher's comments about prizes and 'we're still working' are largely motivational/social rather than mathematical.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Did you guys get a prize yet? Okay, awesome. How about here—have we had a prize yet? We're still working.", "turn_id": 15, "word_count": 20}, {"action": {"confidence": 0.84, "explanation": "Teacher evaluates 41 as improvable and encourages them to change their attempt.", "name": "revising_the_method_or_answer"}, "role": "teacher", "speaker_id": "teacher_003", "text": "41—you could do better. I believe in you.", "turn_id": 16, "word_count": 8}, {"action": {"confidence": 0.96, "explanation": "Teacher addresses participation structure, suggesting one student write while others share ideas.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Maybe remember, if a friend starts telling you what to write, they're not able to put their ideas too. So do you want to be... let someone be the writer and you tell them your ideas?", "turn_id": 17, "word_count": 36}, {"action": {"confidence": 0.93, "explanation": "Teacher asks 'Why?' in response to students' idea, requesting explanation of their reasoning.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Why?", "turn_id": 18, "word_count": 1}, {"action": {"confidence": 0.76, "explanation": "Teacher prompts the next move in the sequence: 'After 9, what do you want?' guiding next contribution.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_002", "text": "After 9, what do you want?", "turn_id": 19, "word_count": 6}, {"action": {"confidence": 0.86, "explanation": "Teacher comments on the sum 33 and explains one way she would combine numbers mentally to add.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_002", "text": "33—those better. I think it's always interesting how people add. Like I would have done 11 and 9 is 20, 22, plus 8 and get there.", "turn_id": 20, "word_count": 26}, {"action": {"confidence": 0.79, "explanation": "Teacher's remark about liking order and 'the hard path' is playful/evaluative commentary, not substantive math work.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_002", "text": "You like in order. Okay, you take the hard path—you like to earn it.", "turn_id": 21, "word_count": 14}, {"action": {"confidence": 0.77, "explanation": "A brief encouragement—'Keep trying. You're close. I like it.'—is affective support rather than mathematical reasoning.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Keep trying. You're close. I like it.", "turn_id": 22, "word_count": 7}, {"action": {"confidence": 0.78, "explanation": "Teacher suggests that after the current point they should 'do a different order,' proposing a method change.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_002", "text": "I like this. I like this. After here, I think you should do a different order.", "turn_id": 23, "word_count": 16}, {"action": {"confidence": 0.97, "explanation": "Teacher again manages group participation, suggesting a different writer/speaker arrangement.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Do you want to try a person over here? Maybe remember, if a friend starts telling you what to write, they're not able to put their ideas too. So do you want to be... let someone be the writer and you tell them your ideas?", "turn_id": 24, "word_count": 45}, {"action": {"confidence": 0.71, "explanation": "Teacher asks what the best options start with, prompting students to think about an initial strategy for the game.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_003", "text": "What do you think the best options start with?", "turn_id": 25, "word_count": 9}, {"action": {"confidence": 0.9, "explanation": "Teacher states a tentative conclusion that 11 should be first: 'We think 11 is number one.'", "name": "proposing_a_candidate_solution"}, "role": "teacher", "speaker_id": "teacher_002", "text": "11 too. So we are solidified. We think 11 is number one. Here's an eraser.", "turn_id": 26, "word_count": 15}, {"action": {"confidence": 0.84, "explanation": "Teacher tests the proposed move by asking what must be taken if 11 is chosen, checking consistency with the factor rule.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Okay, if you take an 11, what are you taking?", "turn_id": 27, "word_count": 10}, {"action": {"confidence": 0.87, "explanation": "Teacher supplies 'a one' then changes the plan from 8 to 9, explicitly revising the chosen move sequence.", "name": "revising_the_method_or_answer"}, "role": "teacher", "speaker_id": "teacher_002", "text": "A one. Wait, instead of 8, we should take 9. Why?", "turn_id": 28, "word_count": 11}, {"action": {"confidence": 0.79, "explanation": "Teacher briefly endorses a student's idea—'I like that idea... go with it'—without adding new substantive reasoning.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_002", "text": "I like that idea. I think you should go with it. Good.", "turn_id": 29, "word_count": 12}, {"action": {"confidence": 0.68, "explanation": "Teacher checks students' current answer/thought process by asking what they got and confirming '11 and 9?'", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_002", "text": "You all have it. You got an answer, right? You got your—what’d you think? 11 and 9? I like that.", "turn_id": 30, "word_count": 20}, {"action": {"confidence": 0.83, "explanation": "Teacher restates a consequence of an earlier choice—7 was lost to the tax collector—and asks for the next pick, highlighting constraints.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_002", "text": "We know 7 was no good. We got to give that over to the guy. What do you want to take next?", "turn_id": 31, "word_count": 22}, {"action": {"confidence": 0.95, "explanation": "Teacher warns that taking 6 prevents taking 12 later, explicitly checking fit of a move with game constraints.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_002", "text": "If you take 6, then you can't take 12, because 6 is gone. So be careful.", "turn_id": 32, "word_count": 16}, {"action": {"confidence": 0.84, "explanation": "Teacher walks through consequences of taking 10 and then 8, explaining why that path might still work.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Hold on, then 10 is going to take out 5 and 2—but that’s okay. Then 8—you take out 4. That might still work. Try. Go ahead, try 10.", "turn_id": 33, "word_count": 28}, {"action": {"confidence": 0.9, "explanation": "Teacher asks whether everybody got one, managing equitable participation and turn-taking.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Choices, right? Okay, did everybody get one?", "turn_id": 34, "word_count": 7}, {"action": {"confidence": 0.99, "explanation": "Teacher transitions the class to snack break and experiment time, framing the next activity.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_003", "text": "All right, we're going to take a little snack break before our experiment time. So if you want to head back to your seats and take out a snack—or if you need a snack, we have some Goldfish and pretzels. Oh, actually, we have a new snack today.", "turn_id": 35, "word_count": 48}], "word_count": 821}
{"day": 3, "grade_band": "7-8", "session_id": "conv_050", "speaker_count": 4, "speakers": [{"role": "student", "speaker_id": "student_007"}, {"role": "student", "speaker_id": "student_020"}, {"role": "student", "speaker_id": "student_025"}, {"role": "teacher", "speaker_id": "teacher_003"}], "task_id": "tax_collector", "task_name": "Tax Collector", "turn_count": 31, "turns": [{"action": {"confidence": 0.76, "explanation": "Student 020 walks through the consequence of choosing 11 and then 4 ('he gets to steal one... take 4'), explaining how the game move works rather than just naming a number.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_020", "text": "Okay so you chose 11. So he gets to steal, one. What else would you like to steal. So you’re going to take 4.", "turn_id": 1, "word_count": 24}, {"action": {"confidence": 0.83, "explanation": "Student 007 offers specific choices in the game state: 'I have 9. And then I’ll take 10.' These are tentative move selections.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_007", "text": "I have 9. And then I’ll take 10.", "turn_id": 2, "word_count": 8}, {"action": {"confidence": 0.72, "explanation": "Student 020 translates the choice of 10 into its game consequence: 'that mean she takes 5,' assigning meaning to that picked number in the structure.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_020", "text": "10, so that mean she takes 5", "turn_id": 3, "word_count": 7}, {"action": {"confidence": 0.92, "explanation": "Student 007 proposes another specific move, 'I’ll take 12,' which is a candidate next action/answer in the task.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_007", "text": "I’ll take 12", "turn_id": 4, "word_count": 3}, {"action": {"confidence": 0.78, "explanation": "Student 020 computes the result of the current selections as 'he gets 18.' This is executing the arithmetic/game tally.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_020", "text": "so he gets 18", "turn_id": 5, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Student 025's 'Wait what?' signals confusion and asks others to clarify the prior computation or move sequence.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_025", "text": "Wait what?", "turn_id": 6, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Student 007 explicitly corrects the prior result: 'no he gets 6,' marking the previous total as wrong.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_007", "text": "no he gets 6", "turn_id": 7, "word_count": 4}, {"action": {"confidence": 0.89, "explanation": "Student 020's 'oh wait im so dumb' is mainly an affective self-comment after the correction, not substantive mathematical work.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_020", "text": "oh wait im so dumb", "turn_id": 8, "word_count": 5}, {"action": {"confidence": 0.94, "explanation": "Student 025 says 'just write it on the bottom,' directing what to record on the shared workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_025", "text": "it’s fine just write it on the bottom.", "turn_id": 9, "word_count": 8}, {"action": {"confidence": 0.91, "explanation": "Perfection.' is an evaluative/affective remark rather than a mathematical contribution.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_020", "text": "perfection.", "turn_id": 10, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "Student 020 performs addition aloud: 'twenty seven plus nine is 36, 46,' attempting the running total.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_020", "text": "twenty seven plus nine is 36, 46", "turn_id": 11, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "Student 025 adds the next total '56,' continuing the arithmetic sequence.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_025", "text": "56", "turn_id": 12, "word_count": 1}, {"action": {"confidence": 0.63, "explanation": "Student 020 revisits the computed total, '46, I could be wrong,' signaling a check on whether the result is correct.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_020", "text": "46, I could be wrong.", "turn_id": 13, "word_count": 5}, {"action": {"confidence": 0.73, "explanation": "The hesitation 'uhh' is a non-substantive affective response indicating uncertainty.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_025", "text": "uhh", "turn_id": 14, "word_count": 1}, {"action": {"confidence": 0.57, "explanation": "Student 020 insists 'it’s 46 calm down,' rejecting the uncertainty and asserting the competing value against the previous correction attempt.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_020", "text": "it’s 46 calm down", "turn_id": 15, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "'Pick your number, girl' directs a peer to take the next turn in the activity.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_020", "text": "Pick you’re number, girl.", "turn_id": 16, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Student 020 again manages participation by asking, 'okay what do you choose.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_020", "text": "okay what do you choose.", "turn_id": 17, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Student 025 offers a specific choice, 'I pick four,' as the proposed move.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_025", "text": "I pick four.", "turn_id": 18, "word_count": 3}, {"action": {"confidence": 0.82, "explanation": "Student 020 evaluates the choice of 4 against game constraints, noting 'one and two already gone,' so the pick is poor in this state.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_020", "text": "Thats a really bad choice for the first one because there’s one and two already gone.", "turn_id": 19, "word_count": 16}, {"action": {"confidence": 0.79, "explanation": "The repeated 'Girly thats a really bad choice' is more affective/evaluative commentary than new mathematical reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_020", "text": "Girly thats a really bad choice", "turn_id": 20, "word_count": 6}, {"action": {"confidence": 0.62, "explanation": "Although incomplete, 'I choose' is the start of offering a move selection and functions as proposing a candidate choice.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_007", "text": "I choose", "turn_id": 21, "word_count": 2}, {"action": {"confidence": 0.9, "explanation": "Student 025 asks 'You want multiple factors?' to clarify the intended criterion for choosing a number.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_025", "text": "You want multiple factors?", "turn_id": 22, "word_count": 4}, {"action": {"confidence": 0.88, "explanation": "'No ten is two and five' explains why 10 qualifies, giving the factor-based rationale.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_025", "text": "No ten is two and five", "turn_id": 23, "word_count": 6}, {"action": {"confidence": 0.97, "explanation": "Student 007 states the chosen number explicitly: 'I want 10.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_007", "text": "I want 10.", "turn_id": 24, "word_count": 3}, {"action": {"confidence": 0.93, "explanation": "The teacher unpacks the consequence of choosing 10: 'You’re going to knock out five and two,' explaining the move's effect.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_003", "text": "You’re going to knock out five and two…", "turn_id": 25, "word_count": 8}, {"action": {"confidence": 0.99, "explanation": "Exactly' briefly confirms the teacher's interpretation without adding new content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_007", "text": "Exactly", "turn_id": 26, "word_count": 1}, {"action": {"confidence": 0.69, "explanation": "Student 020 lists the affected numbers, '2, 4, and 5,' identifying which elements are now removed/important in the game state.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_020", "text": "and then that’s 2, 4, and 5.", "turn_id": 27, "word_count": 7}, {"action": {"confidence": 0.7, "explanation": "Student 020 compares totals by calculating aloud: '33, 43, 41,' working through the summed outcome.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_020", "text": "this is better than our last answer. 33, 43, 41", "turn_id": 28, "word_count": 10}, {"action": {"confidence": 0.84, "explanation": "Student 025 suggests '50 is better,' advancing an alternative target total/result.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_025", "text": "50 is better", "turn_id": 29, "word_count": 3}, {"action": {"confidence": 0.65, "explanation": "The teacher suggests a method: choose '11 and 9 is 20 plus 8,' offering a more efficient way to combine picks rather than only a final answer.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_003", "text": "I would’ve done 11 and 9 is 20 plus 8.", "turn_id": 30, "word_count": 10}, {"action": {"confidence": 0.95, "explanation": "'oh no i like going the hard way' is playful affective commentary about approach, not substantive problem solving.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_020", "text": "oh no i like going the hard way.", "turn_id": 31, "word_count": 8}], "word_count": 180}
{"day": 4, "grade_band": "5-6", "session_id": "conv_051", "speaker_count": 7, "speakers": [{"role": "student", "speaker_id": "student_002"}, {"role": "student", "speaker_id": "student_011"}, {"role": "student", "speaker_id": "student_031"}, {"role": "student", "speaker_id": "student_1005"}, {"role": "student", "speaker_id": "student_1006"}, {"role": "teacher", "speaker_id": "teacher_004"}, {"role": "teacher", "speaker_id": "teacher_005"}], "task_id": "traffic_jam", "task_name": "Traffic Jam", "turn_count": 53, "turns": [{"action": {"confidence": 0.68, "explanation": "student_002 asks what mileage quantity another student has, seeking the meaning/value of a number in the work.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_002", "text": "How many miles is that you have?", "turn_id": 1, "word_count": 7}, {"action": {"confidence": 0.79, "explanation": "student_1006 supplies a specific value, 'one and a half miles,' as the quantity being discussed.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1006", "text": "You have one and a half miles.", "turn_id": 2, "word_count": 7}, {"action": {"confidence": 0.83, "explanation": "student_031 performs fraction division aloud ('two thirds divided by two, 1/3'), executing arithmetic.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_031", "text": "Now, six Wait up, two thirds divided by two, 1/3 Oh, yeah, that's okay.", "turn_id": 3, "word_count": 14}, {"action": {"confidence": 0.95, "explanation": "student_002 explicitly asks what they are supposed to do, requesting guidance on the task.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_002", "text": "What am I supposed to do?", "turn_id": 4, "word_count": 6}, {"action": {"confidence": 0.94, "explanation": "student_1005 directs the group to write all their names once done, managing worksheet actions rather than math content.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1005", "text": "Once you are done, please write all your names.", "turn_id": 5, "word_count": 9}, {"action": {"confidence": 0.72, "explanation": "student_002 gives a brief uptake ('Okay, well, um...') without adding substantive content.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_002", "text": "Okay, well, um...", "turn_id": 6, "word_count": 3}, {"action": {"confidence": 0.94, "explanation": "student_031 suggests a tentative answer, 'Would it be one hour?'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_031", "text": "Would it be one hour?", "turn_id": 7, "word_count": 5}, {"action": {"confidence": 0.8, "explanation": "student_002 begins a division operation ('One and a half divided by...'), initiating computation.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_002", "text": "One and a half divided by...", "turn_id": 8, "word_count": 6}, {"action": {"confidence": 0.64, "explanation": "student_031 says 'Equals, okay,' mainly marking receipt/continuation rather than adding reasoning.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "Equals, okay,", "turn_id": 9, "word_count": 2}, {"action": {"confidence": 0.77, "explanation": "student_002 tries out numbers ('Three, Six, no...') while calculating, even though uncertain.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_002", "text": "Three, Six, no, no, yes, three, six, four. Oh, shoot, shoot.", "turn_id": 10, "word_count": 11}, {"action": {"confidence": 0.95, "explanation": "student_1006 tells a peer to 'Erase it,' directing a shared workspace action.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1006", "text": "Erase it.", "turn_id": 11, "word_count": 2}, {"action": {"confidence": 0.75, "explanation": "the teacher asks whether they remember how to divide fractions, prompting recall/explanation of the method.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_004", "text": "You guys remember how to divide fractions?", "turn_id": 12, "word_count": 7}, {"action": {"confidence": 0.56, "explanation": "student_1006 gives a self-reflective, affective response about remembering/forgetting rather than advancing the math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1006", "text": "Yeah, I think I remember, I forgot.", "turn_id": 13, "word_count": 7}, {"action": {"confidence": 0.79, "explanation": "student_031 directs where to put numbers and tells peers to divide, managing what to write/do next.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_031", "text": "No, don't know yourself. Put a three here and the two there. And now divide.", "turn_id": 14, "word_count": 15}, {"action": {"confidence": 0.97, "explanation": "the teacher suggests using a number line, offering a method for approaching the problem.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Maybe you should try a number line.", "turn_id": 15, "word_count": 7}, {"action": {"confidence": 0.58, "explanation": "student_1006 argues that 'that's literally one and a half,' connecting the quantity to a result and giving rationale.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1006", "text": "That's literally one and a half. So that would just equal one!", "turn_id": 16, "word_count": 12}, {"action": {"confidence": 0.97, "explanation": "student_031's 'Exactly' simply confirms the prior contribution.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "Exactly.", "turn_id": 17, "word_count": 1}, {"action": {"confidence": 0.63, "explanation": "student_002 comments on not being able to do number one and therefore not helping; this is more about participation/self-assessment than math reasoning.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "I can't do number one, so I can't help you on that.", "turn_id": 18, "word_count": 12}, {"action": {"confidence": 0.58, "explanation": "student_1006 invites participation ('You can talk if you want') while also voicing confusion, primarily managing who can contribute.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_1006", "text": "One times what? This isn't that deep. You can talk if you want.", "turn_id": 19, "word_count": 13}, {"action": {"confidence": 0.96, "explanation": "student_031 explicitly says the group's work is 'Incorrect,' marking an error.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_031", "text": "Incorrect guys.", "turn_id": 20, "word_count": 2}, {"action": {"confidence": 0.86, "explanation": "student_011 begins to object with 'Actually, you can't,' indicating a correction/challenge to the current move.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_011", "text": "Actually, you can't", "turn_id": 21, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "student_031 jokingly comments about the 'scarecrow' not being allowed to talk; this is social/playful rather than mathematical.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_031", "text": "Scarcrow, you are not allowed to talk as the scarecrow.", "turn_id": 22, "word_count": 10}, {"action": {"confidence": 0.98, "explanation": "student_1006 continues the playful scarecrow talk, clearly off-task/social.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1006", "text": "Okay, bet, I'll be the scarecrow and blab as much as I want.", "turn_id": 23, "word_count": 13}, {"action": {"confidence": 0.91, "explanation": "student_002 says 'Nice' as a playful evaluative reaction, not advancing the math.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_002", "text": "Nice", "turn_id": 24, "word_count": 1}, {"action": {"confidence": 0.94, "explanation": "student_011 questions the answer because 'it says it's incorrect,' checking the proposed result against feedback/constraints.", "name": "checking_whether_a_result_fits_constraints"}, "role": "student", "speaker_id": "student_011", "text": "Are you sure that's it? It says it's incorrect.", "turn_id": 25, "word_count": 9}, {"action": {"confidence": 0.93, "explanation": "student_002 directs role assignment for problem two ('he's the scarecrow'), coordinating participation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_002", "text": "Do two. So he's, um, he's the scarecrow.", "turn_id": 26, "word_count": 8}, {"action": {"confidence": 0.95, "explanation": "student_031 clarifies who will be the scarecrow next, organizing group roles.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_031", "text": "No, he's the scarecrow for the next problem, and then whoever else wants to be the scarecrow.", "turn_id": 27, "word_count": 17}, {"action": {"confidence": 0.83, "explanation": "student_031 gives brief agreement/uptake ('Yeah, sounds about right').", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "Yeah, sounds about right? Yeah, that's true.", "turn_id": 28, "word_count": 7}, {"action": {"confidence": 0.76, "explanation": "student_002 offers 'One hour for...' as a tentative answer fragment.", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_002", "text": "One hour for...", "turn_id": 29, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "student_1006 states agreement with a peer without adding new reasoning.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1006", "text": "I agree with her.", "turn_id": 30, "word_count": 4}, {"action": {"confidence": 0.55, "explanation": "student_002 says 'That's how you do that,' indicating endorsement of a method and minimal justification of procedure.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_002", "text": "Yeah, duh, duh. That's how you do that.", "turn_id": 31, "word_count": 8}, {"action": {"confidence": 0.61, "explanation": "student_031 reorients the group to the goal: 'That's what we're trying to solve.'", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_031", "text": "That's what we're trying to solve.", "turn_id": 32, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "student_1006 says 'Yeah,' simply confirming.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1006", "text": "Yeah.", "turn_id": 33, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "student_011 also gives a brief confirmation 'Yeah.'", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_011", "text": "Yeah.", "turn_id": 34, "word_count": 1}, {"action": {"confidence": 0.98, "explanation": "student_031 states a specific answer: 'The answer is one hour and 30 minutes.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_031", "text": "The answer is one hour and 30 minutes", "turn_id": 35, "word_count": 8}, {"action": {"confidence": 0.79, "explanation": "student_1006 objects to that answer with 'That's one,' indicating the previous answer is mistaken.", "name": "challenging_or_diagnosing_an_error"}, "role": "student", "speaker_id": "student_1006", "text": "That's one.", "turn_id": 36, "word_count": 2}, {"action": {"confidence": 0.97, "explanation": "student_031 asks 'What?' to request clarification of the objection.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_031", "text": "What?", "turn_id": 37, "word_count": 1}, {"action": {"confidence": 0.8, "explanation": "student_1006 clarifies the meaning of the quantity: 'that equals one!' specifying what the prior result represents.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1006", "text": "That's one that equals one!", "turn_id": 38, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "student_031 asks 'One mile?' to verify what unit/quantity the 'one' refers to.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_031", "text": "One mile?", "turn_id": 39, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "student_1006 answers 'Yeah!' as brief confirmation.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1006", "text": "Yeah!", "turn_id": 40, "word_count": 1}, {"action": {"confidence": 0.97, "explanation": "student_031 says 'Exactly!' confirming shared understanding.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_031", "text": "Exactly!", "turn_id": 41, "word_count": 1}, {"action": {"confidence": 0.93, "explanation": "teacher_005 suggests a tentative value multiple times: '45 minutes? That should be 45 minutes?'", "name": "proposing_a_candidate_solution"}, "role": "teacher", "speaker_id": "teacher_005", "text": "I'm doing it in my head y'all. So 45 minutes? That should be 45 minutes? So 45 minutes?", "turn_id": 42, "word_count": 18}, {"action": {"confidence": 0.85, "explanation": "teacher_004 asks the group to state what result they have, inviting them to explain their current answer.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Okay so what do we have?", "turn_id": 43, "word_count": 6}, {"action": {"confidence": 0.83, "explanation": "student_1006 combines times ('30 plus 45... add the one hour') while working through the arithmetic, despite some self-correction.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1006", "text": "Wait, it's 30 plus 45. And then you just add the one hour, because this. Wait because one hour and 30 minutes is one. So then you just need to add 45 okay. And 30 plus, 45 is 45?", "turn_id": 44, "word_count": 39}, {"action": {"confidence": 0.93, "explanation": "teacher_004 computes '75' and interprets it as another hour, advancing the calculation.", "name": "carrying_out_a_computation_step"}, "role": "teacher", "speaker_id": "teacher_004", "text": "75, so that's another hour.", "turn_id": 45, "word_count": 5}, {"action": {"confidence": 0.98, "explanation": "student_1006 gives the resulting answer: 'two hours and 15 minutes.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_1006", "text": "So that's two hours and 15 minutes.", "turn_id": 46, "word_count": 7}, {"action": {"confidence": 0.89, "explanation": "teacher_004 directs student_011 to stay and asks for an explanation, managing participation and turn-taking.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Stay here student_011. In 15 minutes. Okay, explain your thinking. Explain your thinking.", "turn_id": 47, "word_count": 13}, {"action": {"confidence": 0.91, "explanation": "student_1006 begins a packaged explanation to the teacher ('Okay, so basically...'), summarizing the group's reasoning process.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_1006", "text": "Okay, so basically, two thirds of a mile plus one half, 1/3 of equals one which is one hour and 30 minutes, and then 1/3 which is...", "turn_id": 48, "word_count": 27}, {"action": {"confidence": 0.94, "explanation": "teacher_004 interprets the thirds as 30 minutes each, clarifying the meaning of an intermediate quantity.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_004", "text": "30 minutes in each third, okay.", "turn_id": 49, "word_count": 6}, {"action": {"confidence": 0.95, "explanation": "student_1006 says to divide by two to get 15 minutes, executing the next arithmetic step.", "name": "carrying_out_a_computation_step"}, "role": "student", "speaker_id": "student_1006", "text": "Yeah, so then you divide that by two, which is 15 minutes, and then...", "turn_id": 50, "word_count": 14}, {"action": {"confidence": 0.97, "explanation": "teacher_004 asks what 15 minutes corresponds to, probing the meaning of that intermediate amount.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_004", "text": "15 minutes is how much then?", "turn_id": 51, "word_count": 6}, {"action": {"confidence": 0.92, "explanation": "student_1006 explains how 15 minutes corresponds to 1/6, how 3/6 makes 1/2, then why multiplying by 15 and adding 1 hour 30 works.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_1006", "text": "15 minutes is 1/6 and then 3/6 is one half. Then you just times 15 by three, and then you get 45 and then you just add one hour, 30 minutes plus 45", "turn_id": 52, "word_count": 33}, {"action": {"confidence": 0.93, "explanation": "teacher_004's 'Wow, that's awesome' is affective praise rather than a mathematical move.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Wow, that's awesome.", "turn_id": 53, "word_count": 3}], "word_count": 436}
{"day": 4, "grade_band": "5-6", "session_id": "conv_052", "speaker_count": 6, "speakers": [{"role": "student", "speaker_id": "student_027"}, {"role": "student", "speaker_id": "student_028"}, {"role": "student", "speaker_id": "student_1025"}, {"role": "teacher", "speaker_id": "teacher_004"}, {"role": "teacher", "speaker_id": "teacher_005"}, {"role": "unknown", "speaker_id": "unknown_027"}], "task_id": "traffic_jam", "task_name": "Traffic Jam", "turn_count": 71, "turns": [{"action": {"confidence": 0.89, "explanation": "Teacher opens the lesson context with a whole-class prompt about traffic jams before the math task begins.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_005", "text": "The entire outer loop is closed for hours so far today. So what contributes to a traffic jam?", "turn_id": 1, "word_count": 18}, {"action": {"confidence": 0.81, "explanation": "Student offers a possible cause of traffic jams: 'Billions of cars.'", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_027", "text": "Billions of cars.", "turn_id": 2, "word_count": 3}, {"action": {"confidence": 0.73, "explanation": "Teacher briefly accepts the student's idea and invites more examples: 'That's one of them. What else?'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Billions of cars. That's one of them. What else?", "turn_id": 3, "word_count": 9}, {"action": {"confidence": 0.75, "explanation": "Teacher comments playfully on the word choice 'billions,' adding humor rather than advancing content.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_004", "text": "I like the number that you chose, student_027: billions of cars. Yes, it feels like a billion.", "turn_id": 4, "word_count": 17}, {"action": {"confidence": 0.83, "explanation": "Speaker suggests another possible cause: 'A road collapse?'", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_027", "text": "A road collapse?", "turn_id": 5, "word_count": 3}, {"action": {"confidence": 0.82, "explanation": "Teacher confirms the suggestion: 'Definitely creates a traffic jam.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_005", "text": "A road collapsing? Definitely creates a traffic jam.", "turn_id": 6, "word_count": 8}, {"action": {"confidence": 0.86, "explanation": "Another possible cause is offered: 'Car accidents!'", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_027", "text": "Car accidents!", "turn_id": 7, "word_count": 2}, {"action": {"confidence": 0.82, "explanation": "Teacher accepts and restates the idea: 'Car accident.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Car accident.", "turn_id": 8, "word_count": 2}, {"action": {"confidence": 0.84, "explanation": "Speaker proposes a further cause: 'If one car stops.'", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_027", "text": "If one car stops.", "turn_id": 9, "word_count": 4}, {"action": {"confidence": 0.77, "explanation": "Teacher elaborates why one stopped car can create slowdown, connecting the cause to traffic behavior.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Yeah, if for some reason a car stop, even in a lane or even on the side of the road. Have you ever noticed that people just slow down?", "turn_id": 10, "word_count": 29}, {"action": {"confidence": 0.58, "explanation": "Student extends the example with an explanation-like comparison: 'they take a break.'", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_027", "text": "Yeah, like they take a break.", "turn_id": 11, "word_count": 6}, {"action": {"confidence": 0.91, "explanation": "Teacher explains rubbernecking as a mechanism causing traffic slowdown.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Well, or people are on the side of the road for whatever reason, and everybody driving is like, \"what that?\". It's called Rubber necking, where you kind of look and follow them as you go, because your neck has to stretch to look at them.", "turn_id": 12, "word_count": 45}, {"action": {"confidence": 0.86, "explanation": "Speaker adds 'Construction' as another cause.", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_027", "text": "Construction.", "turn_id": 13, "word_count": 1}, {"action": {"confidence": 0.78, "explanation": "Teacher names multiple relevant traffic-jam causes and conditions such as construction, emergency vehicles, and flooding.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Yeah, construction is huge in this area in the summer, every road seems to have some sort of construction Yes, emergency vehicles definitely going past you or being on the side of the road. Road closures for flooding, right, like...", "turn_id": 14, "word_count": 40}, {"action": {"confidence": 0.85, "explanation": "Teacher_004 contributes another example: 'Or a parade.'", "name": "proposing_a_candidate_solution"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Or a parade.", "turn_id": 15, "word_count": 3}, {"action": {"confidence": 0.77, "explanation": "Teacher validates the example: 'Or a parade! or whatever, right?'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Or a parade! or whatever, right? Yes?", "turn_id": 16, "word_count": 7}, {"action": {"confidence": 0.85, "explanation": "Speaker suggests 'Detours' as another cause.", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_027", "text": "Detours.", "turn_id": 17, "word_count": 1}, {"action": {"confidence": 0.78, "explanation": "Teacher explains how detours arise and cause jams, then transitions the class to the next activity.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Detours, yeah, and usually that's because of either, like a water main break or construction, and they make you go around because they can't have you go on the roads that they're trying to repair, road repairs, pothole repair, right? Like, these are all things, all right. So we got this thing going on instead of doing it as individual groups.", "turn_id": 18, "word_count": 61}, {"action": {"confidence": 0.89, "explanation": "Teacher_004 frames the next phase: first they will show something before continuing.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Well, we're first going to just show this, and then we'll...", "turn_id": 19, "word_count": 11}, {"action": {"confidence": 0.94, "explanation": "Teacher asks about turning off the lights, managing the classroom setup for viewing.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Do we want to turn the lights off?", "turn_id": 20, "word_count": 8}, {"action": {"confidence": 0.92, "explanation": "Teacher_004 simply agrees: 'Oh yeah, yeah.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Oh yeah, yeah.", "turn_id": 21, "word_count": 3}, {"action": {"confidence": 0.84, "explanation": "Teacher gives a reason for the action: 'I think it's easier to see.'", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_005", "text": "I think it's easier to see.", "turn_id": 22, "word_count": 6}, {"action": {"confidence": 0.98, "explanation": "Brief acknowledgment: 'Okay.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Okay.", "turn_id": 23, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher introduces the video and explains it is related but not the exact problem they will solve.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_004", "text": "This is a video of a real traffic jam on route 81 we're not going to do this problem that's on the video, but we're going to do a similar one. I know. Look at that. Huh? Oh, construction.", "turn_id": 24, "word_count": 39}, {"action": {"confidence": 0.79, "explanation": "Teacher asks whether the video is from a recent incident, seeking clarification from the other teacher.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Is this the one that happened a couple of, like, a week and a half ago or something?", "turn_id": 25, "word_count": 18}, {"action": {"confidence": 0.71, "explanation": "Teacher_004 answers the clarification question briefly: it happened a couple of years ago.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_004", "text": "No, this happened a couple of years ago.", "turn_id": 26, "word_count": 8}, {"action": {"confidence": 0.82, "explanation": "Teacher states what is known from the video: one side was moving and the other was not.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "We don't know why it stopped, right? We don't know. We just know that one side was going and the other side wasn't.", "turn_id": 27, "word_count": 23}, {"action": {"confidence": 0.8, "explanation": "Student requests a replay of the video, directing a shared viewing action.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_027", "text": "Can we watch the video again?", "turn_id": 28, "word_count": 6}, {"action": {"confidence": 0.85, "explanation": "Teacher introduces the simulator and points out its main features before analysis.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_005", "text": "We have something kind of cool coming up. Yeah, oh yeah. Hold on. There it is again, because I can't ever do this, right. All right? Traffic jam simulator. So I didn't see this until this morning. I was kind of excited. the teacher saw it last night. She was super excited. So do you see the road? Do you see the cars and they're traveling and they're going, can you tell when cars or trucks versus cars? Yeah. Okay, so the flow is that there's this, how many this many vehicles per hour? The speed is in kilometers. I don't know what I'm guessing...", "turn_id": 29, "word_count": 105}, {"action": {"confidence": 0.9, "explanation": "Teacher_004 names 'Density' as one of the displayed quantities.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Density.", "turn_id": 30, "word_count": 1}, {"action": {"confidence": 0.78, "explanation": "Teacher points out displayed measures and adjustable features of the simulator such as flow, speed, density, and car-following behavior.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Oh, but look what happened here. What's going on there. So this is the flow, the speed and the density in three different areas that are being calculated. Are we seeing it now? One of the things the teacher noticed is that you can change the speed, like the car following behavior, so the car following another car. So if we slow down some of the speeds, what's happening now down here, it's starting to pick up faster, right? I feel like these cars are merging incorrectly. That's where I think the problem is, watch one will go in, and then they'll all in, all of a sudden go, like, way over here, like that. What they keep changing right now. The other thing we found out is we can put one of these in the road.", "turn_id": 31, "word_count": 137}, {"action": {"confidence": 0.61, "explanation": "Short emotional reaction: 'No, it's not nuts,' not adding substantive analysis.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_027", "text": "No, it's not nuts.", "turn_id": 32, "word_count": 4}, {"action": {"confidence": 0.63, "explanation": "Teacher responds humorously/personally about lane work rather than advancing the math task.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_005", "text": "They had to work on that lane you guys!", "turn_id": 33, "word_count": 9}, {"action": {"confidence": 0.7, "explanation": "Student observes a visible event in the simulation: 'They just moved!'", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_028", "text": "They just moved!", "turn_id": 34, "word_count": 3}, {"action": {"confidence": 0.86, "explanation": "Teacher narrates adjusting the simulator speed, directly manipulating the shared digital artifact.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_005", "text": "We're gonna make the speed faster over here, no, maybe not. Did it not want to? Oh, here we go. Speeds going fast! Well, it's not 80 kilometers. We're speeding it up over there.", "turn_id": 35, "word_count": 34}, {"action": {"confidence": 0.97, "explanation": "Teacher_004 instructs the other teacher to add a stoplight in the simulation.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Put a stop light in, the teacher!", "turn_id": 36, "word_count": 7}, {"action": {"confidence": 0.87, "explanation": "Speaker protests dramatically: 'No!' without substantive reasoning.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_027", "text": "No!", "turn_id": 37, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Teacher gives directions for clicking the stoplight and describes the result.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Click the stoplight to make it go green. There you go. Now they can go!", "turn_id": 38, "word_count": 15}, {"action": {"confidence": 0.78, "explanation": "Teacher proposes another simulator action: placing the stoplight in a different location.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_005", "text": "What if I put the stop light here though?", "turn_id": 39, "word_count": 9}, {"action": {"confidence": 0.88, "explanation": "Another emphatic 'No!' functioning as affective reaction.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_027", "text": "No!", "turn_id": 40, "word_count": 1}, {"action": {"confidence": 0.89, "explanation": "Student suggests changing a simulator setting: lowering politeness.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_028", "text": "Can you lower the politeness?", "turn_id": 41, "word_count": 5}, {"action": {"confidence": 0.93, "explanation": "Speaker continues directing the simulator setting: 'Make it zero!'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_027", "text": "Make it zero!", "turn_id": 42, "word_count": 3}, {"action": {"confidence": 0.9, "explanation": "Teacher jokes about family politeness on the road, a social aside.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_005", "text": "What do you think that's negative? Mom and Dad? Are your family? Are they polite on the road? You don't have to answer that.", "turn_id": 43, "word_count": 24}, {"action": {"confidence": 0.94, "explanation": "Speaker answers with a personal comment about grandparents and parents driving.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_027", "text": "My grandparents are my parents are not.", "turn_id": 44, "word_count": 7}, {"action": {"confidence": 0.86, "explanation": "Another personal/social comment about parents and passing cars.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_027", "text": "My parents are not. Will they still pass?", "turn_id": 45, "word_count": 8}, {"action": {"confidence": 0.97, "explanation": "Student makes a broad social remark: 'Nobody is nice, bro.'", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_028", "text": "Nobody is nice, nobody's nice, bro.", "turn_id": 46, "word_count": 6}, {"action": {"confidence": 0.76, "explanation": "Teacher describes what the cars/lane are doing in the simulation: 'all of them just went at once.'", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "So this lane is... it's not, it's not being there. So look, all of them just went at once.", "turn_id": 47, "word_count": 19}, {"action": {"confidence": 0.66, "explanation": "Student shifts to a personal question about roundabouts in neighborhoods, outside the main task flow.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1025", "text": "Just had a question, because, have you ever hadin your neighborhood, like a roundabout?", "turn_id": 48, "word_count": 14}, {"action": {"confidence": 0.83, "explanation": "Speaker answers with a personal anecdote about nearby roundabouts.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_027", "text": "Yeah, I have five that goes around me?", "turn_id": 49, "word_count": 8}, {"action": {"confidence": 0.94, "explanation": "Teacher's brief 'Yeah?' shows receipt and invites continuation.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Yeah?", "turn_id": 50, "word_count": 1}, {"action": {"confidence": 0.52, "explanation": "Short personal follow-up: 'Yeah, it definitely.' mostly social and incomplete.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_027", "text": "Yeah, it definitely.", "turn_id": 51, "word_count": 3}, {"action": {"confidence": 0.58, "explanation": "Student continues discussing roundabouts and clicking options in a casual exploratory aside, not the central math task.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_1025", "text": "There's actually, like, a couple roundabouts too. So like, you can even change, like, I think if you click on it, it changes to a different...", "turn_id": 52, "word_count": 26}, {"action": {"confidence": 0.9, "explanation": "Teacher says 'Oh there we go,' simply acknowledging the simulator change.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Oh there we go.", "turn_id": 53, "word_count": 4}, {"action": {"confidence": 0.72, "explanation": "Student tells the class the link will be posted later so they can play with it, framing later activity access.", "name": "orienting_to_lesson_or_activity"}, "role": "student", "speaker_id": "student_1025", "text": "I'll put this link on our website, so later on you all can play with it.", "turn_id": 54, "word_count": 16}, {"action": {"confidence": 0.95, "explanation": "Teacher shares an anecdote about her son driving in Spain, a personal aside before moving on.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_005", "text": "My son just got back from Spain. He was in Spain for six weeks studying, and he said, he goes, \"Mom, I would never be able to drive in Spain. They have three lanes in a roundabout\". Wow. He goes, we he goes, typically we have, like, one to two. He goes, but three lanes in that roundabout, and he goes, I'd be sitting in circles. I just go in circles. And I was like, I think you would learn. I think you kind of learn. You adjust and adapt. All right, ready? Last one to look at...", "turn_id": 55, "word_count": 98}, {"action": {"confidence": 0.95, "explanation": "Speaker expresses confusion and asks what the display is.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_027", "text": "What is this? I'm confused.", "turn_id": 56, "word_count": 5}, {"action": {"confidence": 0.76, "explanation": "Teacher asks the class what they think needs to be done in this scenario.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_005", "text": "In this, what do you think we need to do? Definitely, put some traffic lights in, right?", "turn_id": 57, "word_count": 17}, {"action": {"confidence": 0.98, "explanation": "Speaker jokingly says they want the cars to crash.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_027", "text": "No I want them to crash!", "turn_id": 58, "word_count": 6}, {"action": {"confidence": 0.83, "explanation": "Teacher describes placing traffic lights around the simulation, manipulating the shared tool.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_005", "text": "I'm just gonna put traffic lights everywhere. But it's very weird where these lights are.", "turn_id": 59, "word_count": 15}, {"action": {"confidence": 0.78, "explanation": "Speaker asks about making the object sideways, suggesting a change to the simulator setup.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "unknown", "speaker_id": "unknown_027", "text": "Wait, can't you make it like sideways?", "turn_id": 60, "word_count": 7}, {"action": {"confidence": 0.86, "explanation": "Teacher states the current light states: everyone on red, these on green.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Everybody are on red and these guys green.", "turn_id": 61, "word_count": 8}, {"action": {"confidence": 0.84, "explanation": "Speaker notices an important condition in the simulation: they are going through a red light.", "name": "identifying_relevant_elements_and_constraints"}, "role": "unknown", "speaker_id": "unknown_027", "text": "Wait, they're going red light.", "turn_id": 62, "word_count": 5}, {"action": {"confidence": 0.84, "explanation": "The same observation is repeated for emphasis: cars are going on a red light.", "name": "identifying_relevant_elements_and_constraints"}, "role": "unknown", "speaker_id": "unknown_027", "text": "They're going on a red light.", "turn_id": 63, "word_count": 6}, {"action": {"confidence": 0.91, "explanation": "Teacher asks the class to notice/wonder and explain why the jam happened the first time.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_005", "text": "They are going on a red light, they're illegal. All right, so what do you notice or wonder? Why did it jam up that first time, like what was happening?", "turn_id": 64, "word_count": 30}, {"action": {"confidence": 0.61, "explanation": "Speaker offers a causal explanation about cars trying to fit together when coming in, accounting for the jam.", "name": "explaining_or_justifying_reasoning"}, "role": "unknown", "speaker_id": "unknown_027", "text": "Because all of those cars, kind of like 18 times to come and run, all of those cars fit together, right?", "turn_id": 65, "word_count": 21}, {"action": {"confidence": 0.85, "explanation": "Teacher builds and clarifies the student's explanation, connecting merging and lane shifts to interference with traffic flow, then transitions to groups.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_005", "text": "So when people are merging into traffic, it definitely slows a lane down. And sometimes then that far left, far right lane will leave, those cars will shift over from the middle, and then, you know, and then it just kind of interferes with the flow. Right? Is that what it is, it's interfering with the flow, action, construction, all of that other stuff is definitely Alright. So we're going to do a problem on the boards. If you are yellow, you're going to group one. If you are green, you're going two. If you are pink, you are going to group three, and if you are red, you're going to group four.", "turn_id": 66, "word_count": 113}, {"action": {"confidence": 0.94, "explanation": "Teacher assigns a student to the red group.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_004", "text": "You're red, y", "turn_id": 67, "word_count": 3}, {"action": {"confidence": 0.76, "explanation": "Teacher signals transition: 'all right, remember couple things...' before starting the task.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_005", "text": "You're red, all right. Okay, all right, remember couple things...", "turn_id": 68, "word_count": 10}, {"action": {"confidence": 0.83, "explanation": "Teacher gives participation guidance about letting someone else contribute.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_004", "text": "let somebody else, because you're going to scarecrow a billion times.", "turn_id": 69, "word_count": 11}, {"action": {"confidence": 0.98, "explanation": "Teacher states the actual math problem, including the distance to the exit and travel rate of two-thirds mile per hour.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_005", "text": "Okay, all set. Here's our problem for today. You are stuck in a big traffic jam on the freeway, and you are wondering how long it will take to get to the next exit, which is one and a half miles away. So you only have a mile and a half to go. You are timing your progress, and you find that you are traveling two thirds of a mile in an hour, in a single hour, if you make progress at this rate, that you're still going that two thirds of a mile in an hour. How long is it going to be until you reach the exit?", "turn_id": 70, "word_count": 109}, {"action": {"confidence": 0.97, "explanation": "Teacher suggests possible methods—number line, arithmetic, ratio table—and encourages trying multiple approaches.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_004", "text": "Now you could tackle this with a number line. You could tackle this with arithmetic. You could tackle this with a ratio table. You decide how you want to tackle it, and if you get the answer, then tackle it a different way, a different method, a different approach.", "turn_id": 71, "word_count": 49}], "word_count": 1365}
{"day": 4, "grade_band": "7-8", "session_id": "conv_053", "speaker_count": 5, "speakers": [{"role": "student", "speaker_id": "student_001"}, {"role": "student", "speaker_id": "student_019"}, {"role": "student", "speaker_id": "student_034"}, {"role": "teacher", "speaker_id": "teacher_002"}, {"role": "teacher", "speaker_id": "teacher_003"}], "task_id": "traffic_jam", "task_name": "Traffic Jam", "turn_count": 65, "turns": [{"action": {"confidence": 0.96, "explanation": "Teacher frames the class activity as brainstorming factors that affect traffic and cause jams.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Okay, so we want to learn a list of things that could impact traffic and cause a traffic jam?", "turn_id": 1, "word_count": 19}, {"action": {"confidence": 0.88, "explanation": "Student offers a traffic-jam factor ('people not paying attention') as a relevant element for the list.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_019", "text": "Listening, like people not paying attention.", "turn_id": 2, "word_count": 6}, {"action": {"confidence": 0.9, "explanation": "Repeats and clarifies the same factor, still contributing relevant causes to track.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_019", "text": "People not paying attention.", "turn_id": 3, "word_count": 4}, {"action": {"confidence": 0.42, "explanation": "Although fragmented, it appears to name another factor/condition for traffic ('low, patient').", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_019", "text": "Low, patient,", "turn_id": 4, "word_count": 2}, {"action": {"confidence": 0.82, "explanation": "Student adds weather/natural causes, identifying more relevant traffic-jam factors.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_019", "text": "You... weather, natural", "turn_id": 5, "word_count": 3}, {"action": {"confidence": 0.84, "explanation": "Completes the prior phrase with 'Disasters,' continuing the inventory of causes.", "name": "identifying_relevant_elements_and_constraints"}, "role": "student", "speaker_id": "student_019", "text": "Disasters. We,", "turn_id": 6, "word_count": 2}, {"action": {"confidence": 0.46, "explanation": "Fragmented commentary ('Had that yesterday... scary') sounds anecdotal/affective rather than advancing the shared list clearly.", "name": "off_task_or_affective_commentary"}, "role": "student", "speaker_id": "student_019", "text": "Had that yesterday. It's more crowded, scary,", "turn_id": 7, "word_count": 7}, {"action": {"confidence": 0.8, "explanation": "Teacher shifts discussion to neighborhood speed bumps to ground the upcoming traffic discussion.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_002", "text": "How many of you have speed bumps in your neighborhood?", "turn_id": 8, "word_count": 10}, {"action": {"confidence": 0.94, "explanation": "Teacher asks students to explain the purpose of speed bumps.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Why did they put those in?", "turn_id": 9, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "Student explains why speed bumps are used: to protect kids and slow cars.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_001", "text": "Cuz in neighborhoods, there's kids playing around and everything, and you don't want to run them over, so just slow them down. They put the speed down.", "turn_id": 10, "word_count": 27}, {"action": {"confidence": 0.87, "explanation": "Teacher gives extended contextual setup about transportation planning and school-zone safety, framing the broader topic.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_002", "text": "He’s a transportation planner, but he does a lot of active transportation and a lot of different things for you all, especially if you walk to school. He tries to make sure that you have a safe route to get to school, so we work on things like paths and traffic calming efforts in neighborhoods.All the statistics,if you ever go into a school zone and the sign is flashing, you should know what the miles per hour limit is in a school zone. If you were unfortunately hit by a car while riding your bike at 25 miles an hour, the statistics of surviving that crash are very high. Every mile per hour above that results in a more serious injury. That’s why it’s really important, and if you are speeding in a school zone, the fine from a police officer is huge,because it is so, so, so important.", "turn_id": 11, "word_count": 149}, {"action": {"confidence": 0.85, "explanation": "Teacher continues contextual framing with examples of traffic calming and data collection, then invites factor discussion.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_002", "text": "And it's interesting,there are a lot of traffic calming things. Have you ever noticed something in your neighborhood like dips in the middle of your road that count how many people go by? Sometimes there's a sign that will track how many people are going through a season in that area. What they do is set it up for a certain time, and then they take that specific data and say: did you pass and meet the criteria or fail? They actually did this in my neighborhood on a date when schools were off, so we didn't qualify for traffic calming things on my road. Not as many people went to work that day, there weren’t buses going through, so the number of people on the road was significantly lower. There are a lot of factors like this we saw in the traffic simulator. So imagine this is a roadway,look at all your factors and how they impact something. Anybody want to pick out one?", "turn_id": 12, "word_count": 165}, {"action": {"confidence": 0.79, "explanation": "Teacher frames the scenario as a 'jammer' and introduces the idea of alleviating congestion.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_002", "text": "So that’s like, oh my gosh,it’s a jammer! How can,", "turn_id": 13, "word_count": 10}, {"action": {"confidence": 0.92, "explanation": "Teacher defines 'inflow' as a quantity in the traffic model, naming a key variable to track.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_002", "text": "We alleviate the jam? What is called a distracted jam. Inflow is how many cars are trying to get on the road,like an entrance ramp onto 66, way off Route 7.", "turn_id": 14, "word_count": 31}, {"action": {"confidence": 0.88, "explanation": "Teacher asks what change could reduce congestion, requesting students' reasoning about the model.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_002", "text": "What do you think can help make this not as congested right here? Which one can we actually,", "turn_id": 15, "word_count": 18}, {"action": {"confidence": 0.86, "explanation": "Teacher asks why changing it is hard and what the cars are doing, seeking explanation of the constraint.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Change? Why is that hard? What did we say those cars are,", "turn_id": 16, "word_count": 12}, {"action": {"confidence": 0.77, "explanation": "Teacher changes the simulation parameter ('turn the inflow down') after discussing congestion, then notes the new result.", "name": "revising_the_method_or_answer"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Doing? Okay, let’s turn the inflow down and see what happens. It takes a minute. It went from,what was it before,4000 vehicles to... okay. Now,", "turn_id": 17, "word_count": 25}, {"action": {"confidence": 0.76, "explanation": "Teacher proposes another adjustment in the simulation by turning down the ramp flow too.", "name": "revising_the_method_or_answer"}, "role": "teacher", "speaker_id": "teacher_002", "text": "It’s gone down a bit. And then the on-flow ramp,we should turn that down too, right? That’s this one here?", "turn_id": 18, "word_count": 20}, {"action": {"confidence": 0.65, "explanation": "Teacher tells a personal travel story about GPS and traffic; relevant contextually but mainly anecdotal rather than active task work.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Boom,texting and driving. So we went down to Indianapolis with my grandkids, and we had to drive back to Chicago and catch a plane. We had plenty of time, and then our GPS suddenly started adding time. It's going,", "turn_id": 19, "word_count": 39}, {"action": {"confidence": 0.66, "explanation": "Continues the anecdote about a buckled road and closure.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Like, what is happening? On the big road that goes around Chicago, the road had buckled. And then they had to put up those walker things,", "turn_id": 20, "word_count": 26}, {"action": {"confidence": 0.76, "explanation": "Teacher connects the anecdote back to how road closures impact traffic, explaining relevance to the topic.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Across the whole road. So the road we were going to take closed. That had a serious impact on the traffic. These are the kinds of things that,", "turn_id": 21, "word_count": 28}, {"action": {"confidence": 0.81, "explanation": "Teacher explains what transportation agencies consider, such as whether a traffic light helps or hinders flow.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_003", "text": "VDOT and FCDOT look at. Like, if we did put a traffic light, would that help or hinder,", "turn_id": 22, "word_count": 18}, {"action": {"confidence": 0.75, "explanation": "Teacher asks whether students have seen a particular traffic-control setup.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Have you ever seen that? Where they,", "turn_id": 23, "word_count": 7}, {"action": {"confidence": 0.74, "explanation": "Teacher describes the setup: a light allowing one car per green, specifying a relevant traffic feature.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Have a light that lets only one car go per green?", "turn_id": 24, "word_count": 11}, {"action": {"confidence": 0.55, "explanation": "Teacher gives a rationale about trying a yield sign first, explaining a traffic-control choice.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Because they tried with the yield sign, I bet you first,", "turn_id": 25, "word_count": 11}, {"action": {"confidence": 0.31, "explanation": "Single-word fragment ',enforced' appears to supply a relevant condition/property, though truncated.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_002", "text": ",enforced.", "turn_id": 26, "word_count": 1}, {"action": {"confidence": 0.91, "explanation": "Teacher comments on putting a link on the website, which is about class logistics rather than content reasoning.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Maybe we’ll put this link on the website.", "turn_id": 27, "word_count": 8}, {"action": {"confidence": 0.89, "explanation": "Teacher transitions the class to the next part: 'let's look at stuff.'", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_002", "text": "So let’s look at stuff.", "turn_id": 28, "word_count": 5}, {"action": {"confidence": 0.97, "explanation": "Teacher directs students to regroup based on sticker numbers.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Let’s look,nobody did our heart sticker, right? We did our circle sticker. Let’s look at our star sticker and get into our groups based on numbers. Each number from your star,", "turn_id": 29, "word_count": 31}, {"action": {"confidence": 0.87, "explanation": "Teacher references a number assignment and addresses a student to help organize groups.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Number, I got 21. student_025, I gotta show you,", "turn_id": 30, "word_count": 9}, {"action": {"confidence": 0.95, "explanation": "Teacher asks for a student's number as part of sorting students into groups.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_002", "text": "What’s your number?", "turn_id": 31, "word_count": 3}, {"action": {"confidence": 0.98, "explanation": "Teacher places students into groups and tells them where to go.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_003", "text": "You both have? Both are? Okay, good. You guys are there, the three of you. Can you go to person_anon? Which were you, number three? Okay, alright. Can you guys be improving? Go to numbers,", "turn_id": 32, "word_count": 35}, {"action": {"confidence": 0.88, "explanation": "Teacher continues organizing students/group counts for the activity.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_002", "text": "For this fall, and then we’ll figure that out. We got three, we got,", "turn_id": 33, "word_count": 14}, {"action": {"confidence": 0.9, "explanation": "Teacher confirms group count ('three, we got three') as part of coordination.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Three,we got three.", "turn_id": 34, "word_count": 3}, {"action": {"confidence": 0.39, "explanation": "Fragmented utterance about 'old school' and marker/school is not clearly mathematical or coordinative.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Old school,that’s the marker on school.", "turn_id": 35, "word_count": 6}, {"action": {"confidence": 0.24, "explanation": "Very fragmented 'Math, you' does not clearly perform a mathematical action beyond vague talk.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Math, you,", "turn_id": 36, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Teacher asks 'Why does that work?' requesting explanation of a method/result.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_002", "text": "I mean, we get the same thing? Yeah. Why does that work?", "turn_id": 37, "word_count": 12}, {"action": {"confidence": 0.68, "explanation": "Teacher asks whether something 'followed,' which checks if the prior work is valid/consistent.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_002", "text": "So did this follow?", "turn_id": 38, "word_count": 4}, {"action": {"confidence": 0.97, "explanation": "Teacher states a method: 'Change the sign, flip, and multiply.'", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Change the sign, flip, and multiply.", "turn_id": 39, "word_count": 6}, {"action": {"confidence": 0.52, "explanation": "Teacher begins prompting attention to part of the work ('You see how the, um...'), seeking students' interpretation.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_002", "text": "You see how the, um...", "turn_id": 40, "word_count": 5}, {"action": {"confidence": 0.9, "explanation": "Teacher suggests rewriting the ratio as a fraction, modifying the representation of the quantities.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Well, kind of like if you wrote here, since you did ratios,write this as a fractional ratio.", "turn_id": 41, "word_count": 17}, {"action": {"confidence": 0.88, "explanation": "Teacher continues directing how to write it as a fraction.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_002", "text": "You write that as a,", "turn_id": 42, "word_count": 5}, {"action": {"confidence": 0.83, "explanation": "Teacher specifies the numerical form 'three halves on top,' assigning value to the fraction representation.", "name": "mapping_representation_to_values"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Fraction,the three halves on top.", "turn_id": 43, "word_count": 5}, {"action": {"confidence": 0.74, "explanation": "Teacher directs attention to the next thing to inspect in the work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Okay, so then let’s look,", "turn_id": 44, "word_count": 5}, {"action": {"confidence": 0.83, "explanation": "Teacher asks where 'this' shows up there, probing what part of the representation corresponds to a step/value.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_002", "text": "At where does this show up there?", "turn_id": 45, "word_count": 7}, {"action": {"confidence": 0.8, "explanation": "Teacher asks what 'he did to make' something, requesting explanation of a peer's step.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_002", "text": "What did he do to make,", "turn_id": 46, "word_count": 6}, {"action": {"confidence": 0.92, "explanation": "Teacher explicitly asks what he actually said, requesting clarification of reasoning.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_002", "text": "How. So what did he actually say?", "turn_id": 47, "word_count": 7}, {"action": {"confidence": 0.35, "explanation": "Brief fragment 'But this is,' appears to be minimal uptake/continuation without a distinct new action.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_002", "text": "But this is,", "turn_id": 48, "word_count": 3}, {"action": {"confidence": 0.95, "explanation": "Teacher explains why the scaling/common whole method works mathematically.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_002", "text": "That’s really good mental math kind of skill, particularly when it’s something that’s easy to scale up. This works really well, because remember, the reason we do this is we need a common whole. You can’t really find all the two-thirds when we’re talking about different things, but you may be saying four out of six. So the only part we have to think about is mathematically.", "turn_id": 49, "word_count": 67}, {"action": {"confidence": 0.94, "explanation": "Teacher asks for a picture showing why the method works, requesting justification via representation.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Can you show me some sort of picture why this works?", "turn_id": 50, "word_count": 11}, {"action": {"confidence": 0.7, "explanation": "Teacher offers 'or maybe some other...' inviting another form of explanation.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Or maybe some other,", "turn_id": 51, "word_count": 4}, {"action": {"confidence": 0.61, "explanation": "Student begins describing the situation with distance/rate in words, setting up the problem representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_019", "text": "Our pass is only two-thirds mile and we keep it.", "turn_id": 52, "word_count": 10}, {"action": {"confidence": 0.62, "explanation": "Student offers a tentative numerical value ('It's 9 or so').", "name": "proposing_a_candidate_solution"}, "role": "student", "speaker_id": "student_019", "text": "It’s 9 or so.", "turn_id": 53, "word_count": 4}, {"action": {"confidence": 0.93, "explanation": "Student says 'stop stop stop stop,' managing the pacing/interaction during shared work.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_019", "text": "And then bring it to all... stop stop stop stop.", "turn_id": 54, "word_count": 10}, {"action": {"confidence": 0.78, "explanation": "Student points to/labels a location ('This is my destination'), contributing to the picture/model.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_019", "text": "This is my destination.", "turn_id": 55, "word_count": 4}, {"action": {"confidence": 0.92, "explanation": "Student directs someone to write something down, managing the shared workspace.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "student", "speaker_id": "student_019", "text": "Yeah yeah yeah. Holding is one a half mile so write down that.", "turn_id": 56, "word_count": 13}, {"action": {"confidence": 0.76, "explanation": "Student asks permission/clarification about using 'one' in the setup.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_019", "text": "Can I just go with one?", "turn_id": 57, "word_count": 6}, {"action": {"confidence": 0.44, "explanation": "Fragment 'So this,' likely accompanies pointing out part of the diagram/representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_019", "text": "So this,", "turn_id": 58, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Student maps one hour to two-thirds, assigning quantitative meaning in the representation.", "name": "mapping_representation_to_values"}, "role": "student", "speaker_id": "student_019", "text": "So one hour, he goes, two-thirds.", "turn_id": 59, "word_count": 6}, {"action": {"confidence": 0.93, "explanation": "Student clarifies 'That's one hour,' identifying what the quantity represents.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_019", "text": "That’s one hour. It,", "turn_id": 60, "word_count": 4}, {"action": {"confidence": 0.42, "explanation": "Fragment 'Up the second,' appears to continue building a second-step/time representation.", "name": "constructing_or_refining_a_representation"}, "role": "student", "speaker_id": "student_019", "text": "Up the second,", "turn_id": 61, "word_count": 3}, {"action": {"confidence": 0.96, "explanation": "Teacher directs where to put work ('Hour at number three, and then the answer at number four').", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Hour at number three, and then the answer at number four. Okay, so let’s,", "turn_id": 62, "word_count": 14}, {"action": {"confidence": 0.94, "explanation": "Student explains the computation process with common denominators and concludes 9/4 or 2.25 hours.", "name": "explaining_or_justifying_reasoning"}, "role": "student", "speaker_id": "student_034", "text": "If it’s a half miles away and we and we divided three halves by two thoughts and and we found the common denominator, nine, six over four, six to them. So nine, six over four, six is 9/4. Or two and a quarter hours", "turn_id": 63, "word_count": 44}, {"action": {"confidence": 0.62, "explanation": "Student's short follow-up 'To get to your answer' appears to package the conclusion for the teacher/listener.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "student", "speaker_id": "student_034", "text": "To get to your answer.", "turn_id": 64, "word_count": 5}, {"action": {"confidence": 0.88, "explanation": "Teacher invites peer questions, restates the goal, and announces an early sound break—framing/closing the activity segment.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Actions,you, similarly, thinking about the following. Do you have any questions for each other? So we are looking for two hours. Alright, so we’re going to actually have our sound break a little bit early.", "turn_id": 65, "word_count": 35}], "word_count": 1097}
{"day": 4, "grade_band": "7-8", "session_id": "conv_054", "speaker_count": 6, "speakers": [{"role": "student", "speaker_id": "student_016"}, {"role": "student", "speaker_id": "student_017"}, {"role": "student", "speaker_id": "student_1024"}, {"role": "teacher", "speaker_id": "teacher_002"}, {"role": "teacher", "speaker_id": "teacher_003"}, {"role": "unknown", "speaker_id": "unknown_045"}], "task_id": "traffic_jam", "task_name": "Traffic Jam", "turn_count": 48, "turns": [{"action": {"confidence": 0.69, "explanation": "A brief receipt/uptake turn ('Very.') with no substantive new content.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Very.", "turn_id": 1, "word_count": 1}, {"action": {"confidence": 0.99, "explanation": "Teacher frames the task: brainstorming traffic-jam factors for today's problem-solving activity.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Alright, we want to brainstorm a list of things that could impact traffic and cause a traffic jam. We're going to use this for today's professional problem-solving activity.", "turn_id": 2, "word_count": 28}, {"action": {"confidence": 0.96, "explanation": "Continues setting up today's activity/topic by telling students what to think about and do.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Today, think about road trips, cars , come up with ideas.", "turn_id": 3, "word_count": 11}, {"action": {"confidence": 0.87, "explanation": "Directs students to make a list, managing the shared task/work product.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Make a list of things that would impact traffic.", "turn_id": 4, "word_count": 9}, {"action": {"confidence": 0.81, "explanation": "Teacher asks what happens when people are distracted, eliciting students' ideas/explanations.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Alright, let's throw some ideas out there. What happens when people are distracted?", "turn_id": 5, "word_count": 13}, {"action": {"confidence": 0.95, "explanation": "Lists factors that can impact traffic: distractions, low patience, panic, crowding, etc.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_002", "text": "People not paying attention. Distractions. Low patience. Panic. Things get crowded. Nails and makeup , big distractions too.", "turn_id": 6, "word_count": 18}, {"action": {"confidence": 0.75, "explanation": "Includes playful/social commentary about dragons and a teacher's husband; not mainly advancing the math/task.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Like we had that mystical event yesterday,  unusual things, like dragons. Hey, did you know that the teacher husband works for the county? His job is to look at traffic and analyze flow.", "turn_id": 7, "word_count": 33}, {"action": {"confidence": 0.74, "explanation": "Explains why speed bumps are used in neighborhoods by connecting them to children playing nearby.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_002", "text": "They put speed bumps in neighborhoods because kids play around...", "turn_id": 8, "word_count": 10}, {"action": {"confidence": 0.72, "explanation": "Finishes the causal justification for speed bumps: you don't want to hit children.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_002", "text": "...and you don't want to run them over.", "turn_id": 9, "word_count": 8}, {"action": {"confidence": 0.94, "explanation": "Gives rationale for school-zone traffic calming and high fines using survival/injury risk reasoning.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Right. My husband's a transportation planner. He focuses on bike paths, school routes, and traffic calming efforts. In school zones, for example, if you're hit by a car going 25 mph, your chances of survival are higher than at 30 or 35. Every mile over increases injury risk. That's why fines are so high , to keep kids safe.", "turn_id": 10, "word_count": 59}, {"action": {"confidence": 0.97, "explanation": "Teacher asks how traffic analysis is done, requesting an explanation.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_002", "text": "So how does he analyze all this?", "turn_id": 11, "word_count": 7}, {"action": {"confidence": 0.95, "explanation": "Explains methods used to analyze traffic, including sensors, counts, speed, and varying conditions.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_003", "text": "A lot of visualization and data. They install sensors , discs in the road , to count cars, track speed. Sometimes they test during holidays, but fewer people are out, so roads don’t qualify for traffic calming. So many variables go into this. We found a cool traffic simulator too.", "turn_id": 12, "word_count": 50}, {"action": {"confidence": 0.83, "explanation": "Suggests a causal structural interpretation for the jam: too much inflow from ramps/routes.", "name": "proposing_a_pattern_or_structural_model"}, "role": "teacher", "speaker_id": "teacher_002", "text": "This is wild. Look at this mess , it’s a jam! How can we fix it? What’s causing it? Probably inflow , like too many cars trying to get onto Route 66 or off Route 7.", "turn_id": 13, "word_count": 36}, {"action": {"confidence": 0.82, "explanation": "Asks what setting to change to reduce congestion, focusing on a method for improving the situation.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_003", "text": "What could help reduce congestion here? Which setting should I change?", "turn_id": 14, "word_count": 11}, {"action": {"confidence": 0.88, "explanation": "Requests explanation of what the cars are doing in the simulation.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Why is that so hard? What are those cars doing again?", "turn_id": 15, "word_count": 11}, {"action": {"confidence": 0.8, "explanation": "Responds by changing parameters in the simulator (turning inflow down), altering the current approach.", "name": "revising_the_method_or_answer"}, "role": "teacher", "speaker_id": "teacher_003", "text": "They're part of the inflow. Let’s turn inflow down. Let's drop it from 4000 vehicles. And also adjust the on-ramp inflow.", "turn_id": 16, "word_count": 21}, {"action": {"confidence": 0.78, "explanation": "Interprets what the inflow adjustment represents: how many trucks are entering.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_002", "text": "That’s like percolation , how many trucks are entering.", "turn_id": 17, "word_count": 9}, {"action": {"confidence": 0.78, "explanation": "Poses a test of whether increasing politeness improves or worsens traffic in the model.", "name": "checking_whether_a_result_fits_constraints"}, "role": "teacher", "speaker_id": "teacher_003", "text": "That adjustment helps. Now, here’s a funny one , politeness. If we increase politeness, would it improve or worsen traffic?", "turn_id": 18, "word_count": 20}, {"action": {"confidence": 0.96, "explanation": "Asks what the simulator variable 'politeness' means/effects.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_002", "text": "What does politeness affect?", "turn_id": 19, "word_count": 4}, {"action": {"confidence": 0.88, "explanation": "Explains why politeness might slow traffic despite seeming helpful.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_002", "text": "You’d think being polite helps, but sometimes it actually slows unknown_047 down.", "turn_id": 20, "word_count": 12}, {"action": {"confidence": 0.94, "explanation": "Justifies the prior claim with an example: letting multiple cars in creates backups.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Right , one car, one car. But if someone lets five cars in? That causes backups.", "turn_id": 21, "word_count": 16}, {"action": {"confidence": 0.89, "explanation": "Adds another important traffic factor to track: accidents and road closures.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_002", "text": "And what if there's an accident and the road closes? That’s another huge factor.", "turn_id": 22, "word_count": 14}, {"action": {"confidence": 0.93, "explanation": "Explains how lane closure and texting cause immediate congestion.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Exactly. One lane shuts down , boom. People texting, not paying attention , instant congestion.", "turn_id": 23, "word_count": 15}, {"action": {"confidence": 0.67, "explanation": "A personal travel anecdote illustrating traffic disruption; more narrative/social than task advancement.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Once, we were driving back from Indianapolis to catch a flight from Chicago. GPS suddenly said the trip would take way longer. Turns out, the road buckled , they had to close it completely. It was chaos.", "turn_id": 24, "word_count": 37}, {"action": {"confidence": 0.51, "explanation": "Blank turn with no substantive content; best treated as minimal receipt/transition.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_003", "text": "", "turn_id": 25, "word_count": 0}, {"action": {"confidence": 0.91, "explanation": "Student asks whether a traffic light would help or worsen merging, requesting evaluation/explanation.", "name": "asking_for_clarification_or_explanation"}, "role": "unknown", "speaker_id": "unknown_045", "text": "would a light help or make it worse when merging?", "turn_id": 26, "word_count": 10}, {"action": {"confidence": 0.73, "explanation": "Interprets the simulator output: one car passes per green light.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_002", "text": "The simulator says one car per green light.", "turn_id": 27, "word_count": 8}, {"action": {"confidence": 0.69, "explanation": "Introduces another relevant traffic-control element considered earlier: yield signs.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_003", "text": "They even tried yield signs first.", "turn_id": 28, "word_count": 6}, {"action": {"confidence": 0.71, "explanation": "A brief evaluative remark ('Politeness is tricky') without substantive development.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Politeness is tricky...", "turn_id": 29, "word_count": 3}, {"action": {"confidence": 0.74, "explanation": "States that this is only one variable among many, highlighting the set of factors involved.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_003", "text": "This is just one variable of many.", "turn_id": 30, "word_count": 7}, {"action": {"confidence": 0.73, "explanation": "Talks about sharing the simulator via the class website, a logistical/activity framing remark.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Maybe we’ll link this simulator to the class website.", "turn_id": 31, "word_count": 9}, {"action": {"confidence": 0.98, "explanation": "Directs students to form groups by sticker number.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Okay, now let’s get into our groups by star sticker number.", "turn_id": 32, "word_count": 11}, {"action": {"confidence": 0.89, "explanation": "Teacher checks a student's group number to organize grouping.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Sixteen? Are you number 16?", "turn_id": 33, "word_count": 5}, {"action": {"confidence": 0.96, "explanation": "Playful social comment ('Gaming the system, huh?') rather than content work.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Gaming the system, huh?", "turn_id": 34, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Introduces the new modeling activity and allowable tools (diagrams or number lines).", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Today we’re going to model , we can use diagrams or number lines.", "turn_id": 35, "word_count": 13}, {"action": {"confidence": 0.99, "explanation": "States the problem scenario and givens: distance 1.5 miles, speed 2/3 mile per hour, and the goal.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Here’s a scenario: You're in traffic. The next exit is 1.5 miles away. You're going ⅔ of a mile per hour. How long until you reach the exit?", "turn_id": 36, "word_count": 28}, {"action": {"confidence": 0.86, "explanation": "Restates the immediate goal: figure out the time to the exit.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Right, so we’re trying to figure that out.", "turn_id": 37, "word_count": 8}, {"action": {"confidence": 0.67, "explanation": "Student asks about the question and whether a plan will be made, signaling uncertainty about setup/process.", "name": "asking_for_clarification_or_explanation"}, "role": "student", "speaker_id": "student_016", "text": "How long does it take? Will you make the plan?", "turn_id": 38, "word_count": 10}, {"action": {"confidence": 0.96, "explanation": "Suggests using a proportion as the method to solve the problem.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1024", "text": "Isn’t that a proportion?", "turn_id": 39, "word_count": 4}, {"action": {"confidence": 0.98, "explanation": "Simple agreement ('Yeah') with the proposed strategy.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_016", "text": "Yeah.", "turn_id": 40, "word_count": 1}, {"action": {"confidence": 0.82, "explanation": "Suggests a multiplicative relationship: 1.5 miles is 3 times some quantity.", "name": "proposing_a_pattern_or_structural_model"}, "role": "student", "speaker_id": "student_1024", "text": "So 1.5 miles is 3 × something.", "turn_id": 41, "word_count": 7}, {"action": {"confidence": 0.93, "explanation": "Offers methods for proceeding: count how many two-thirds fit or work in thirds.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_017", "text": "Yeah, like how many two-thirds? Or do it in thirds.", "turn_id": 42, "word_count": 10}, {"action": {"confidence": 0.57, "explanation": "Refers back to 'that’s 1.5,' clarifying what quantity is under discussion.", "name": "checking_what_a_number_or_step_represents"}, "role": "student", "speaker_id": "student_1024", "text": "That’s 1.5.", "turn_id": 43, "word_count": 2}, {"action": {"confidence": 0.73, "explanation": "Suggests trying to fit the quantity into one unit as a way to solve.", "name": "proposing_a_solution_strategy"}, "role": "student", "speaker_id": "student_1024", "text": "Maybe we can fit it into one.", "turn_id": 44, "word_count": 7}, {"action": {"confidence": 0.56, "explanation": "Just repeats '1.5...' as a brief holding/uptake turn without a complete new contribution.", "name": "acknowledging_or_receiving"}, "role": "student", "speaker_id": "student_1024", "text": "1.5...", "turn_id": 45, "word_count": 1}, {"action": {"confidence": 0.95, "explanation": "Maps a quarter of an hour to 15 minutes, assigning meaning to the fraction of an hour.", "name": "mapping_representation_to_values"}, "role": "teacher", "speaker_id": "teacher_003", "text": "What's a quarter of an hour? If you broke an hour into fourths, that’s 15 minutes.", "turn_id": 46, "word_count": 16}, {"action": {"confidence": 0.91, "explanation": "Teacher positively acknowledges students' similar ideas without adding new reasoning.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Love it , you're all coming up with very similar ideas.", "turn_id": 47, "word_count": 11}, {"action": {"confidence": 0.59, "explanation": "Teacher summarizes what she observed on their board for the group and invites cross-group questions, packaging their reasoning state.", "name": "presenting_group_reasoning_to_an_external_listener"}, "role": "teacher", "speaker_id": "teacher_003", "text": "I saw the same fractions on your board. You’re thinking in the same direction. Any questions for each other?", "turn_id": 48, "word_count": 19}], "word_count": 653}
{"day": 4, "grade_band": "7-8", "session_id": "conv_055", "speaker_count": 3, "speakers": [{"role": "teacher", "speaker_id": "teacher_002"}, {"role": "teacher", "speaker_id": "teacher_003"}, {"role": "unknown", "speaker_id": "unknown_016"}], "task_id": "traffic_jam", "task_name": "Traffic Jam", "turn_count": 56, "turns": [{"action": {"confidence": 0.98, "explanation": "Teacher frames the activity: brainstorm factors causing traffic jams and make a group list.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_003", "text": "All right, we want to brainstorm things that could impact traffic and cause a traffic jam. Talk with your group and make a list.", "turn_id": 1, "word_count": 24}, {"action": {"confidence": 0.87, "explanation": "Invites the group to contribute ideas now: 'let's throw some ideas out here.'", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_002", "text": "All right, let's throw some ideas out here.", "turn_id": 2, "word_count": 8}, {"action": {"confidence": 0.89, "explanation": "Names a relevant traffic factor ('Accidents?') as content to include in the brainstorm.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_003", "text": "What impacts traffic? Accidents?", "turn_id": 3, "word_count": 4}, {"action": {"confidence": 0.95, "explanation": "Lists possible causes of traffic issues like weather and distractions.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Weather, natural disasters. Panic, distractions—like people doing makeup.", "turn_id": 4, "word_count": 8}, {"action": {"confidence": 0.73, "explanation": "Provides real-world context about traffic analysis and roads, framing the lesson topic rather than solving a specific problem.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_002", "text": "You know, the teacher husband works for the county. His job is to analyze traffic flow and roads. How many of you have speed bumps in your neighborhood?", "turn_id": 5, "word_count": 28}, {"action": {"confidence": 0.78, "explanation": "Continues contextual setup about transportation planning and school-zone traffic systems.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_003", "text": "My husband's a transportation planner. He works on things like bike paths and traffic calming, especially for safe routes to school. Ever seen those flashing signs in school zones? Does anyone know the speed limit there?", "turn_id": 6, "word_count": 36}, {"action": {"confidence": 0.83, "explanation": "Student offers a tentative answer to the teacher's speed-limit question: 'Twenty-five?'", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_016", "text": "Twenty-five?", "turn_id": 7, "word_count": 1}, {"action": {"confidence": 0.91, "explanation": "Teacher explains why 25 mph matters, linking speed to injury severity and fines.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Right. The difference in injury severity between 25 mph and just a few mph faster is huge. That’s why speeding fines are high in school zones.", "turn_id": 8, "word_count": 26}, {"action": {"confidence": 0.84, "explanation": "Highlights a specific quantity to track in the jam model: inflow, or how many cars enter at once.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Okay, it's a jam. What’s causing this? Let’s say inflow—how many cars are trying to get on at once?", "turn_id": 9, "word_count": 19}, {"action": {"confidence": 0.78, "explanation": "Teacher asks whether changing inflow could help, proposing a possible intervention method.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_003", "text": "What do you think could help? Should we change inflow?", "turn_id": 10, "word_count": 10}, {"action": {"confidence": 0.89, "explanation": "Student suggests a plan to reduce congestion: 'turn the inflow down.'", "name": "proposing_a_solution_strategy"}, "role": "unknown", "speaker_id": "unknown_016", "text": "Yeah, turn the inflow down.", "turn_id": 11, "word_count": 5}, {"action": {"confidence": 0.79, "explanation": "Teacher suggests additional actions—reduce on-ramp flow and consider politeness—as ways to improve traffic.", "name": "proposing_a_solution_strategy"}, "role": "teacher", "speaker_id": "teacher_003", "text": "That helps a little. What if we also reduce the on-ramp flow? And what about politeness?", "turn_id": 12, "word_count": 16}, {"action": {"confidence": 0.76, "explanation": "Teacher asks whether politeness helps or hurts traffic, soliciting explanation of that factor.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Would politeness help or hurt traffic?", "turn_id": 13, "word_count": 6}, {"action": {"confidence": 0.96, "explanation": "Explains why too much politeness slows traffic, using the zipper-merge rationale.", "name": "explaining_or_justifying_reasoning"}, "role": "teacher", "speaker_id": "teacher_003", "text": "If people let in too many cars at once, it backs up. Like a zipper—one car, one car. Too much politeness causes delays.", "turn_id": 14, "word_count": 23}, {"action": {"confidence": 0.92, "explanation": "Adds another relevant condition affecting traffic: an accident and road closure.", "name": "identifying_relevant_elements_and_constraints"}, "role": "teacher", "speaker_id": "teacher_002", "text": "And then there's an accident. Road closes. That’s bad.", "turn_id": 15, "word_count": 9}, {"action": {"confidence": 0.67, "explanation": "Personal travel anecdote about GPS rerouting; loosely related but not advancing the collaborative math/task work.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_002", "text": "One time I was driving my grandma from Indianapolis to Chicago, and the GPS suddenly rerouted us because of a closure.", "turn_id": 16, "word_count": 21}, {"action": {"confidence": 0.82, "explanation": "Connects the brainstorm to what transportation departments study, reinforcing the broader activity context.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Exactly—these are the types of things transportation departments study. Like whether a yield sign works or if they need a traffic light.", "turn_id": 17, "word_count": 22}, {"action": {"confidence": 0.94, "explanation": "Student comments that it was like a game they played; affective/personal aside.", "name": "off_task_or_affective_commentary"}, "role": "unknown", "speaker_id": "unknown_016", "text": "That was like a game—I played for 10 minutes.", "turn_id": 18, "word_count": 9}, {"action": {"confidence": 0.55, "explanation": "Teacher's 'Awesome. But we’re stuck now. Stuck, stuck.' is largely playful/affective rather than substantive reasoning.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Awesome. But we’re stuck now. Stuck, stuck.", "turn_id": 19, "word_count": 7}, {"action": {"confidence": 0.97, "explanation": "Directs students to form groups by star sticker numbers.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_003", "text": "You did great. You must live in Northern Virginia to know all this. Let's group up using our star sticker numbers.", "turn_id": 20, "word_count": 21}, {"action": {"confidence": 0.98, "explanation": "Checks group placement and directs students to set up at boards.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Are you all in the right groups? Let’s set up at the boards.", "turn_id": 21, "word_count": 13}, {"action": {"confidence": 0.94, "explanation": "Frames expectations for the upcoming problem-solving activity: use models/diagrams, not just calculation.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Let’s put up the traffic jam problem. Don’t just crunch numbers—we want to see models, maybe diagrams or number lines.", "turn_id": 22, "word_count": 20}, {"action": {"confidence": 0.93, "explanation": "Tells students to begin working and notes teacher support is available.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Go ahead and start. We’ll help if you need anything.", "turn_id": 23, "word_count": 10}, {"action": {"confidence": 0.9, "explanation": "Reinforces the norm for the task: show thinking, not just compute.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Don't just calculate—show your thinking.", "turn_id": 24, "word_count": 5}, {"action": {"confidence": 0.8, "explanation": "Light affective comment about drawings being better than the teacher's.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Your diagrams are always better than mine. I just draw lines.", "turn_id": 25, "word_count": 11}, {"action": {"confidence": 0.95, "explanation": "Teacher asks why a fraction was changed and whether it was for a common denominator.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Why did you change the sixth right away? Closer to a common denominator?", "turn_id": 26, "word_count": 13}, {"action": {"confidence": 0.83, "explanation": "Teacher checks the meaning/equivalence of four-thirds as one and a third.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_003", "text": "So four-thirds equals one and a third?", "turn_id": 27, "word_count": 7}, {"action": {"confidence": 0.96, "explanation": "Requests a walkthrough of the student's process.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Talk me through what you did—besides that great drawing.", "turn_id": 28, "word_count": 9}, {"action": {"confidence": 0.97, "explanation": "Asks for the rationale behind choosing division.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_003", "text": "What made you decide to divide? What told your brain to do that?", "turn_id": 29, "word_count": 13}, {"action": {"confidence": 0.92, "explanation": "Teacher asks students to show the relationship on a number line, prompting creation of a representation.", "name": "constructing_or_refining_a_representation"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Can you show how many two-thirds are in one and a half on a number line?", "turn_id": 30, "word_count": 16}, {"action": {"confidence": 0.95, "explanation": "Again requests that the student explain their process.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Okay, talk me through what you did.", "turn_id": 31, "word_count": 7}, {"action": {"confidence": 0.88, "explanation": "Asks what five-sixths means in terms of time and whether it was just a trial value.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_003", "text": "So how does five-sixths represent two hours and fifteen minutes? Was it just something you tried?", "turn_id": 32, "word_count": 16}, {"action": {"confidence": 0.91, "explanation": "Teacher asks how the value nine-fourths was obtained.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Where’s your nine-fourths? I see it here—how’d you get it?", "turn_id": 33, "word_count": 10}, {"action": {"confidence": 0.95, "explanation": "Requests explanation of how the student knew to use that step.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_002", "text": "How’d you know to do that? What stood out?", "turn_id": 34, "word_count": 9}, {"action": {"confidence": 0.93, "explanation": "Teacher says the answer isn't fully convincing yet and asks for more explanation.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_003", "text": "I like your answer, but I’m not fully convinced. Explain more.", "turn_id": 35, "word_count": 11}, {"action": {"confidence": 0.98, "explanation": "Teacher explicitly invokes yesterday's proportion method and suggests using a ratio table based on that prior approach.", "name": "reusing_a_previous_case_or_pattern"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Yesterday you used a proportion—could you make a ratio table to help build a solution?", "turn_id": 36, "word_count": 15}, {"action": {"confidence": 0.72, "explanation": "Checks in on group progress in a managerial/supportive way.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_003", "text": "How’s it going here? Still working?", "turn_id": 37, "word_count": 6}, {"action": {"confidence": 0.9, "explanation": "Asks what 'nine points' and the fraction refer to, focusing on meaning of quantities.", "name": "checking_what_a_number_or_step_represents"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Tell me how you got nine points again. Where’d that fraction come from?", "turn_id": 38, "word_count": 13}, {"action": {"confidence": 0.9, "explanation": "Teacher briefly accepts the explanation: 'that makes more sense. I’m convinced.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Okay, that makes more sense. I’m convinced.", "turn_id": 39, "word_count": 7}, {"action": {"confidence": 0.87, "explanation": "Directs students to get their days/materials organized.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_002", "text": "All right, let’s get our days organized.", "turn_id": 40, "word_count": 7}, {"action": {"confidence": 0.74, "explanation": "Checks progress with the group rather than advancing content.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_003", "text": "How’s the math going? Making progress?", "turn_id": 41, "word_count": 6}, {"action": {"confidence": 0.84, "explanation": "Confirms correctness and offers encouragement without adding new math content.", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Your answer is right. Let that give you confidence to keep going.", "turn_id": 42, "word_count": 12}, {"action": {"confidence": 0.8, "explanation": "Teacher asks for the value of half of one hour.", "name": "asking_for_clarification_or_explanation"}, "role": "teacher", "speaker_id": "teacher_003", "text": "What’s half of one hour?", "turn_id": 43, "word_count": 5}, {"action": {"confidence": 0.93, "explanation": "Student offers the answer '30 minutes?' tentatively.", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_016", "text": "30 minutes?", "turn_id": 44, "word_count": 2}, {"action": {"confidence": 0.95, "explanation": "Teacher briefly confirms the student's response: 'Okay, you’re good.'", "name": "acknowledging_or_receiving"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Okay, you’re good.", "turn_id": 45, "word_count": 3}, {"action": {"confidence": 0.72, "explanation": "Teacher maps 0.25 hours to 'a quarter' and asks for the corresponding amount of an hour.", "name": "mapping_representation_to_values"}, "role": "teacher", "speaker_id": "teacher_003", "text": "0.25 hours is a quarter. What’s a quarter of an hour?", "turn_id": 46, "word_count": 11}, {"action": {"confidence": 0.94, "explanation": "Student gives the answer '15 minutes.'", "name": "proposing_a_candidate_solution"}, "role": "unknown", "speaker_id": "unknown_016", "text": "15 minutes.", "turn_id": 47, "word_count": 2}, {"action": {"confidence": 0.98, "explanation": "Directs a gallery walk and tells students where to start and what to inspect.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Groups 2 and 3 got the same answer different ways—let's do a gallery walk to compare. Start at group 2 and check their diagram.", "turn_id": 48, "word_count": 24}, {"action": {"confidence": 0.98, "explanation": "Teacher identifies the specific mistake: forgetting to multiply by the reciprocal when dividing fractions.", "name": "challenging_or_diagnosing_an_error"}, "role": "teacher", "speaker_id": "teacher_003", "text": "You didn’t do it wrong—you just forgot to multiply by the reciprocal when dividing fractions.", "turn_id": 49, "word_count": 15}, {"action": {"confidence": 0.86, "explanation": "Instructs students to listen to another group's explanation of fraction division.", "name": "guiding_peer_participation_or_shared_workspace_actions"}, "role": "teacher", "speaker_id": "teacher_002", "text": "Listen to how they divided by fractions.", "turn_id": 50, "word_count": 7}, {"action": {"confidence": 0.71, "explanation": "Playful comment renaming a student before transitioning to group 3's work.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_003", "text": "She’s excited—we’ll rename her student_020 Proportion. Let’s see how group 3 did it.", "turn_id": 51, "word_count": 13}, {"action": {"confidence": 0.77, "explanation": "Summarizes that groups thought similarly and announces transition to snack and then car-building.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_003", "text": "You’re thinking the same way—very cool. We’ll break for snack now. Then we’ll build our cars.", "turn_id": 52, "word_count": 16}, {"action": {"confidence": 0.9, "explanation": "Announces snack break and asks a personal question about first-year teaching feelings.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Take a snack break. Then we’ll move on. First year teaching? Excited or nervous?", "turn_id": 53, "word_count": 14}, {"action": {"confidence": 0.97, "explanation": "Comment about classroom decoration; social aside, not math/task content.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Elementary classroom decoration is a whole other level.", "turn_id": 54, "word_count": 8}, {"action": {"confidence": 0.98, "explanation": "Gives a classroom furniture tip about IKEA stools; clearly off-task.", "name": "off_task_or_affective_commentary"}, "role": "teacher", "speaker_id": "teacher_003", "text": "My tip: IKEA stools for small groups—they’re the best.", "turn_id": 55, "word_count": 9}, {"action": {"confidence": 0.9, "explanation": "Organizes the remaining schedule: snack early, then continue the day.", "name": "orienting_to_lesson_or_activity"}, "role": "teacher", "speaker_id": "teacher_003", "text": "Since the room’s open, let’s snack early and power through the rest of the day.", "turn_id": 56, "word_count": 15}], "word_count": 683}