This qualitative study aimed at describing student verbal interaction verbally through cognitive activities consisting of procedural, disputational, and exploration in solving geometry problems. This research was in the form of students' verbal interaction activities in group discussion which decribe students' thinking process in detail, both the correct and incorrect thinking process, when conveying their ideas to their friends to solve a problem. The data were collected through a video recording and made in the form of dialogue transcriptions. The research results showed that the form of student verbal interaction on the procedural activity namely (1) students conveyed their ideas to their peers without arguing with each other; (2) discussion activities with planning as its nature; (3) students shared information used in problem-solving. The form of student verbal interaction on the disputational activities were (1) students responded to each other ideas, suggestions, or answers between individuals; (2) students defended each other’s ideas or answers so that it triggered a group discussion; (3) the activities would end when all the group member have the appropriateness of the thinking process from the discussed problems.

中文翻译：

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学生通过认知活动解决几何问题的语言互动

这项定性研究旨在通过由程序、辩论和探索解决几何问题组成的认知活动来口头描述学生的言语互动。本研究以学生在小组讨论中的口头互动活动的形式进行，详细描述了学生在将想法传达给朋友解决问题时的思考过程，正确和错误的思考过程。数据是通过视频记录收集的，并以对话转录的形式制作。研究结果表明，学生在程序性活动中的言语互动形式为：（1）学生将自己的想法传达给同龄人，而不是相互争论；（二）以策划为性质的讨论活动；(3)学生共享解决问题所用的信息。学生在辩论活动中的言语互动形式为：（1）学生相互回应想法、建议或个体之间的回答；(2) 学生为彼此的想法或答案进行辩护，从而引发小组讨论；(3)当所有小组成员从讨论的问题中得到适当的思考过程时，活动结束。