J: You can't have that we haven't got the graph on now.

should we do?". In fact Vicki was in control of the mouse during the whole of the time that this group was working at the system. Joanne suggests "Hurdles" at line 2 and Caroline's suggestion, to play it in full screen first, forms an acceptance at line 3. After watching the video, Caroline suggests that they have a look at the choices, at line 4. At line 5, Joanne asserts that "It's not that one" and subsequently, at line 6, that "It's that one. It's that one". However the nature of "it" has not been discussed or previously agreed by the group i.e. the JPS has not been established nor has any discussion towards its establishment taken place. Caroline begins to try to clarify the nature of the problem at line 7, with her question "Is it distance against time?". Evidently Joanne thinks that it is, from her response at line 8. However, Vicki takes her turn to point out that it is speed against time. Both Joanne and Caroline repeat "Speed" at the same time and seem

perplexed. Caroline seems to suggest changing the axes to distance against time, at line 12. However none of the group appears to know how to

change the axes. Joanne seems disheartened and confused at line 13, when she asks "What are we doing? Just trying? Just trying?". She seems to answer herself at line 14 with "Test".

Given the failure to establish a JPS and also to fully control the software, it would appear that Joanne is ready to settle for just getting to the correct solution. Vicki's question at line 15 relates to a technical option with the software, rather than being concerned with the problem itself, which in fact is typical of the nature of most of her limited interaction. Caroline's

response of "Yeh if you like", implies acceptance but seems to suggest that it is of minor significance. Joanne, however, protests at line 17 that "You can't have that... we haven't got the graph on now". In fact the graph was being overlayed on to the full screen motion, but none of the group seemed to be aware of this. It was also the case that the axes were set to height against time and, by chance, they had matched up the correct graph although they seemed to remain unaware of this.

No discussion about the problem had taken place and there had been no progress in establishing, or even agreeing on the focus for, a JPS. A

was successfully interacting with each other and with the system, and also that they were receiving positive feedback. However this close analysis does illuminate how misleading this impression would in fact be.

In this next episode the group is watching the sequence of the aeroplane landing.

Group 4:Joanne, Caroline and Vicki

Episode 3: Aeroplane (1.38.19) C: V: C: J: C: C: 7 IC: 8 IJ: 9 J: 10 C: 11 J: 12 C: 13 J: 14 C: 15 J: 16 J:

Height against distance, is it? Yeh!

Or height against time? Height against distance. Height against distance. What choices are there? Not that.

It might... It might be that. Keep it still a minute! Is it that one?

It comes down gradually, doesn't it? Is it going down or is it on the flat? It's the plane landing.

I didn't know if were coming down or not. Try that!

Test it! Yeh! Do the cheetah!

Referring to graph 2

Referring to graph 1 Referring to graph 3

[22]|@I0EJ

Still referring to graph 3.

Positive feedback from the system.

In this episode, Caroline begins by clarifying the focus of the task by asking "Height against distance, is it?". Vicki responds positively, but Caroline seeks confirmation, at line 3, which Joanne takes her turn to provide at line 4. Having confirmed the focus of the task, Caroline then seeks to consider

immediately answers herself, by dismissing graph 2 but does not provide any reason for her rejection. At line 7 Caroline appears to begin to

conjecture, by starting to say "It might...", which prompts Joanne to

interrupt by repeating her words and completing the sentence with "It might be that." Joanne then calls on Vicki to "Keep it still a minute!" and asks "Is it that one?", at line 9. Up to this point there has been no discussion of the motion or of the problem itself. At line 10, Caroline's attempt to analyse the motion can be seen as the start of the negotiation of a JPS. She remarks that "It comes down gradually" and invites acceptance by adding "doesn't it?". Joanne's question at line 11 of "Is it going down or is it on the flat?" allows Caroline to respond by explaining that "It's the plane landing".

The short exchange between Caroline and Joanne is in fact the only

discussion which takes place about the problem itself. At line 14 Caroline suggests "Try that!" and Joanne echoes this at line 15 with "Test it!". In response to the positive feedback from the system, Joanne exclaims "Yeh!" at line 15 and immediately suggests that they "Do the cheetah!".

A particular feature of the interaction in this group is the minimal level of involvement of Vicki, although it is also interesting to note that she has control of the mouse throughout the entire time that the group was being recorded. In this last episode, her only contribution was to confirm the chosen graph option on the system. Another feature is the minimal level of discussion about the problem itself. For example, most of the discussion centres, initially, on defining the focus of the task and then on simply deciding which graph fits. There is no evidence of individual sketching of graphs or of any prior reflection. Another particular feature is that, on each occasion, the group only considers the axes which come up by default each time. So, for example, they did not consider the options of height or

distance against time in relation to the aeroplane landing in this case. The opportunity to deal with the latter two issues did present itself when the student teacher intervened in episode 2, but this was not used effectively and in the next episode, concerning the cheetah, the overall level of interaction continues at a minimal level.

Episode 4: Cheetah (1.41.05) 1 _{C: It's speed against time.}

2 J: Is it speed? I think it's speed.

3 _{C: Try that.}

4 _{V: This one?}

5 _{C: Yeh. Just try that and test it.}

6 _{J: Hey. Is that right? That's speed against}

Referring to graph 2

Positive feedback from the system. time.

Once again Caroline gives a lead in terms of clarifying the focus of the task, at line 1. Joanne then asks "Is it speed?", whilst looking at the graph

option. She seems to be meaning to ask the question "Is this graph the correct option for speed against time?", at line 2. She seems to decide that it is correct and Caroline's response at line 3 is to "Try that". Vicki's

question, at line 4, once again simply seeks confirmation of the choice, in order to execute this on the system. Caroline confirms the choice, at line 5, and the correct choice is confirmed by Joanne at line 6, following positive feedback from the system.

This general pattern of interaction is continued by the group in episode 5.

Group 4:Joanne, Caroline and Vicki

Episode 5. Long jump (1.41.05)