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This project examines individual, dyadic, small group problem solving in mathematics in order to investigate the social nature of learning.Utilising a laboratory classroom equipped with multiple cameras and audio channel inputs, multiple forms of data were collected,including student written products and high definition video and audio recording of every student and the teacher in the classroom.This presentation reports the analysis of a class of Year 7 students social interactions during pair collaborative problem solving of a mathematical task.The possible connections between the proportion of time spent on different negotiative foci and students written product are discussed.