Abstract
This study is set within the context of a secondary school mathematics classroom in which a graph sketching software program is used. The interactions taking place as a small group of students works through the activities set by the teacher, captured on video, are analysed using a theoretical framework which includes different mathematical'modes of production' (action, formulation, validation), but is extended to take into account computer feedback and non-mathematical interactions. The video data is analysed using a five stage'focusing in' approach, enabled and enhanced by the use of the computer software which produces a timeline to show the chronology and patterning of interactions. The patterns of coded interactions on the timeline highlight areas to analyse in depth. The analysis investigates the approach taken by the students in the area of the choice and scaling of axes using computer software and demonstrates that the students make progress over time.
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