2 Ch: It just goes up, like that.
3 Cl: Yeh. Right, try it then. 4 Cl: Do you think it'll get to ... 5 Ch: No. It'll... That one, it's that one. 6 L: That one?
7 Ch: It is. 8 L: That one?
9 Ch: No. The one behind it. 10 Ch: That one.
11 Cl: That?
12 Ch: You can... he's going along the hurdles, isn't he?
13 ICh: He'll be going at constant speed along the hurdles.
14 IL: Yeh! Yeh! Yeh! That’s right.
Claire begins the interchange by suggesting that the "speed is something like that", with reference to her own sketch. This suggestion appears to be accepted by Chantel at line 2, who adds that "It just goes up, like that". At this time graph 1 is showing on the screen. Claire suggests trying graph option 1 but on toggling through the options to graph 2, Chantel appears to change her mind, at line 5. The interchanges with Laura, based upon her questions at lines 6 and 8 serve the purpose of clarifying exactly what Chantel is proposing. Claire's question "That?" challenges Chantel, who responds at line 11, using both language and gesture. She explains that he is "going along the hurdles" and makes a horizontal wave motion in the air. She also invites acceptance, in her characteristic way by means of "isn't he?". Before giving anyone else the chance to respond, she adds at line 13 that "He'll be going at constant speed along the hurdles". Here she makes a link between constant speed and the notion of "going along", which seems to convince Laura as she speaks, from her response to the positive feedback from the system at line 14.
151 Graph 1 showing on screen. Pointing to graph 2. Indicating graph 1. Referring to graph 2.
Drawing a horizontal wave motion in the air.
In the final section from this episode the distance against time.
Group 1: Laura, Chantel and Claire
Episode 6: The hurdles (continued)
15 Ch: Do the journey ... distance against time. 16 L: Yeh.
17 Ch: Cosit'lljustgoup, won't it? Like that. Like that.
18 L: Yeh.
19 Ch: He'll just keep on travelling and going up like.
20 L: Like that? 21 Ch: Yeh.
Chantel is once again instrumental in giving a lead to the group and is quite dominant in this final episode. She moves the group on to consider distance against time at line 15, receiving acceptance from Laura at line 16. She then describes the key feature of the graph at line 17 i.e. "it'll just go up". She characteristically invites acceptance and shows her sketch to Laura, whilst emphasising that it will be "Like that. Like that". This acceptance is gained from Laura at line 18, which leads Chantel to elaborate on her
explanation further at line 19. In doing so she makes a link between the fact that "He'll keep on travelling" and the notion of "going up". Her utterance would suggest that he goes up, rather than the graph "goes up". This may account for Laura's question by means of repair to their shared
understanding, when she asks, with reference to the graph, "Like that?". Chantel immediately responds in the affirmative and positive feedback is gained from the system.
A particular feature of this short interaction is the dominance of Chantel and the relative exclusion of Claire. Laura's role in her first two interactions is by way of affirming Chantel's thinking. However her question at line 20 would appear to be an attempt at "repair" in which the computer system serves to mediate the communication between the two.
152
group considers the graph of
Sketching the graph - Claire quite excluded.
Referring to graph 2
are considering distance against time initially:
Group 1: Laura, Chantel and Claire
Episode 9: Long Jump (0.33.23)
Initially all are sketching the graphs. 1 Ch: Right. Right. She runs, doesn't she?
2 Cl: Yeh.
3 Ch: And then I bet she stays, I mean, at that speed. And then she jumps.
4 Cl: Which height?
5 Ch: No, so that means she stops doesn't it? 6 L: But it's not distance, it's not height.
It's distance not height. 7 Cl: It goes erm ...
8 Ch: It goes up. 9 Cl: It doesn't go ... ?
10 Ch: Then it goes at {constant?) speed. 11 I Cl: Shall I try it?
12 ICh: . And then it stops like that. 13 Ch: That!
14 Cl: That? Try it?
15 Ch: See she... 16 Ch: Right.
At the start each individual in the group is engaged in sketching out her own ideas on paper. This is a characteristic of the way in which this group
functions throughout, as is the way in which Chantel gives a lead to the interaction, as she does once again on this occasion. She begins by
asserting the simple observation that "She runs" and invites acceptance by following up with "doesn't she?". Claire takes her turn to confirm
acceptance and Chantel ventures further at line 3 with two ideas. Firstly she suggests that "she stays ... at that speed", which may be referring to the
153
Correcting what she meant to say.
Mapping out this shape with her hand.
Referring to her sketch. Pointing to graph optionl and adjusting her version, (seems sure)
Correct feedback given from the system and the motion is played with graph overlay. It is watched especially closely by Chantel, who maps out the graph with her hand.
Pointing to the section when the distance is shown to be constant.
notion of constant speed. Secondly she suggests that “then she jumps" which implies an order i.e. firstly she travels at constant speed and then she jumps. Claire's utterance "Which height?" at line 4 seems entirely unrelated
to anything that has been said previously and is in fact ignored by Chantel, at line 5, who continues with her own train of thought. She asserts that "so that means it stops" and invites acceptance with "doesn't it?". Laura's response at line 6, on first reading, appears to be confused and unrelated to the previous discourse. In fact her utterance is in response to Claire's question at line 4 and comes in the form of an attempt at repair. However she does not say what she intended and has to correct herself in conveying that "It's distance not height." Claire then begins to make a statement at line 7, which Chantel repeats and completes at line 8, when she states that "It {the graph) goes up". Claire then begins a question at line 9, but is again interrupted by Chantel, who who uses both language and gestures to show that "it goes at constant speed". By this stage Claire is willing to concede to Chantel and asks "Shall I try it?". Chantel does not appear to respond, but instead narrates her thinking aloud as she interacts with system. At line 12 she continues her explanation of the graph, when she states that "then it stops like that", with reference to her own sketch showing the section of the graph as it flattens out. At line 13 Chantel recognises the necessary
adjustments to her own sketch, from viewing the available graph option, and seems sure in her selection of graph option 1. Claire responds by
testing this option despite receiving no direct response from Chantel and the system provides correct feedback. At this stage Chantel is totally engaged with the problem and she appears to carry the other group members with her, as she maps out the graph with her hand and points to the final section of the graph, which displays the period after the jumper has landed.
In the final section of this episode the group is engaged in the consideration of the graph of height against distance.
Episode 9: Long Jump (continued)