Figure
Contexts in source publication
Context 1
... wants one side of the triangle to be parallel to the ground, not a triangle corner. In the next transcript shown in Table 4, the two students discuss why Anna turned the paper and what impact this may have on the concept of triangle. The two students in our case study hold different opinions at this point. ...Context 2
... the triangle is held in a different way, she refers to it as "crooked". At the same time, Jules indicates that it must be a triangle from all sides ( Table 4, 15:25). Then, in 15:35 (Table 4), Anna is no longer sure if it is really still a triangle when the drawing is rotated on the drawing sheet. ...Context 3
... the same time, Jules indicates that it must be a triangle from all sides ( Table 4, 15:25). Then, in 15:35 (Table 4), Anna is no longer sure if it is really still a triangle when the drawing is rotated on the drawing sheet. The two students then discuss in whispers, which remains incomprehensible to the interviewer. ...Context 4
... the end, however, the two cannot overcome their conflict. Even though the properties of a triangle remain the same for Jules and for Anna, Anna argues that the "crooked" and rotated triangle in the drawing sheet (with one triangle corner parallel to the ground) is not a triangle "from all sides" (Table 4, 16:25). ...
