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Course Level Date Clip# Line Interlocutor Content
Talkbank - - 9 177 UNK %xTEA:I used a student's work as the example on the board. This often helps the other students in the class to understand the concept better because it is in their own language. (I meant to do it for SSS too).
Talkbank - - 9 178 SN um, with a protractor.
Talkbank - - 9 179 T yeah.
Talkbank - - 9 180 S yeah.
Talkbank - - 9 181 T first of all you started with a line didn't you?
Talkbank - - 9 182 S oh yeah.
Talkbank - - 9 183 T yep.
Talkbank - - 9 184 S and then sixty degrees.
Talkbank - - 9 185 T right, so you draw a line sixty degrees here.
Talkbank - - 9 186 S and then that's six centimeters.
Talkbank - - 9 187 T so then you determine the length of the line and then you join those up.
Talkbank - - 9 188 T so what she's done is what a lot of other people have done.
Talkbank - - 9 189 T if you got the line, that line, so two sides and an angle.
Talkbank - - 9 190 T in every single one of those that worked where did you notice the angle was?
Talkbank - - 9 191 SN xxx.
Talkbank - - 9 192 T in between the two lines, in the middle, all right?
Talkbank - - 9 193 T so the angle had to be between the two lines.
Talkbank - - 9 194 SN yes I put that in my notes (.) two sides must be of the angle.
Talkbank - - 9 195 T that's good.
Talkbank - - 9 196 UNK %xTEA:This was another example of where the student described the answer in her own words, which was different from the conventional Maths description. I feel that it is important to listen carefully to a student's answer and not to judge it on what you expect to hear.