A study of the quality of interaction among participants in online animation-based conversations about mathematics teaching

We investigate the quality of user interaction in forums that used animated classroom stories to support mathematics teachers' conversations. An analysis of pairs of posts connected by a parent-child relationship helped understand correlations between an indicator (the presence of evaluation markers) and two outcome variables (the presence of reflection on teaching practice and the presence of proposal of alternative teaching actions) related to the conversation quality. This analysis shows that participants who followed up on posts from others were more likely to engage in reflection or consider alternatives if prior posts included evaluation than if prior posts didn't include evaluation.