ABSTRACT
When students work together on educational tasks, they have to try to get on with doing the task whilst trying to get on with each other. The way that they learn together will therefore depend on the dynamic interrelations between processes operating on epistemic and socio-relational planes. In this direction, in what follows we present analyses of a series of collaborative group meetings of the same group of three 13-year-old boys who are designing a town area in which students would like to live. Our general approach is qualitative and developmental, focusing on the socio-emotional dimension, within the larger trajectory of task performance.
