ABSTRACT
Jasmine Ma presents an analysis of three students’ interactions during an episode of a mathematical activity, Walking Scale Geometry, which she designed to support “ensemble learning.” In this case, the challenge was to dilate a quadrilateral, laid out on the lawn with flagging tape, by a factor of 1.5. Her analysis of the students’ interactions with each other and the physical materials shows that it was the ensemble – Natalie, Tahir, and Lauryn as a group – that learned to complete the task. Thus Ma has offered a rich and compelling example of Interaction Analysis (IA).
