pumpkins open up and they have- and they drop seeds.” On another occasion in the lesson, the teacher asked Hakim to explain his reasoning: you explain how you think that?” “Can Hakim obliges: there’s seeds inside a pumpkin, because there’s seeds inside a “Because pumpkin and sometimes some of the pumpkins splat open and they get planted by theirselves.” When she explicitly invited other students to assess Hakim’s assertion that pumpkins are like spiders, the teacher received a range of explanations, all of which began with a clause:” “because Hakim: sometimes some pumpkins open up and they have- and they “Because drop seeds. And sometimes farmers collect them and then they put in the ground. ‘em “ they plant more- um because they get planted all over again.” “um ‘cuz Ayanna: it’s kinda’ like the same because um the um rotten pumpkins- “and ‘cuz of the rotten pumpkins and the um spiders, they’re getting old and that’s how they die.” On another occasion, when the teacher asked there a pumpkin inside a seed,” “is one student (Nick) answered while another (Suzi) answered The teacher then “no,” “yes.” encouraged them to provide evidence of their reasoning. From Susi, she received this response it’s like a sprout of a pumpkin.” “‘Cuz Throughout this discussion, the teacher seldom evaluated the quality of students’ answers or sanctioned violations of turn-allocation procedures. She did reformulate students’ answers often, however. For example, Hakim modified his original position and now asserted seed is like an egg.” Bruno recapitulated this position: almost “The “The seed is like an egg because an egg like something’s inside a egg.” The teacher kinda’ ‘cuz reformulated these observations as seed is like an egg.” “a
pumpkins open up and they have- and they drop seeds.” On another occasion in the lesson, the teacher asked Hakim to explain his reasoning: “Can you explain how you think that?” Hakim obliges: “Because there’s seeds inside a pumpkin, because there’s seeds inside a pumpkin and sometimes some of the pumpkins splat open and they get planted by theirselves.” When she explicitly invited other students to assess Hakim’s assertion that pumpkins are like spiders, the teacher received a range of explanations, all of which began with a “because clause:” Hakim: “Because sometimes some pumpkins open up and they have- and they drop seeds. And sometimes farmers collect them and then they put ‘em in the ground. “ “um ‘cuz they plant more- um because they get planted all over again.” Ayanna: “and it’s kinda’ like the same because um the um rotten pumpkins- ‘cuz of the rotten pumpkins and the um spiders, they’re getting old and that’s how they die.” On another occasion, when the teacher asked “is there a pumpkin inside a seed,” one student (Nick) answered “no,” while another (Suzi) answered “yes.” The teacher then encouraged them to provide evidence of their reasoning. From Susi, she received this response “‘Cuz it’s like a sprout of a pumpkin.” Throughout this discussion, the teacher seldom evaluated the quality of students’ answers or sanctioned violations of turn-allocation procedures. She did reformulate students’ answers often, however. For example, Hakim modified his original position and now asserted “The seed is almost like an egg.” Bruno recapitulated this position: “The seed is kinda’ like an egg because an egg ‘cuz like something’s inside a egg.” The teacher reformulated these observations as “a seed is like an egg.”