Peer interactions in a computer lab: reflections on results of a case study involving web-based dynamic geometry sketches

Research has shown that particular teacher interventions provide motivation for the consideration of new ideas, and help uncover misunderstandings that may interfere with student progress [Towers, J. (1999). In what ways do teachers interventions interact with and occasion the growth of students' mathematical understanding. Doctoral Dissertation, University of British Columbia, Unpublished]. Examples of student discourse presented here suggest that certain peer interactions act in similar ways-helping propel students towards new understanding. On the other hand, they also show that some peer interactions, although superficially similar to teacher interventions, may hamper student progress.