Applying off-the-shelf dialogue act and discourse relation models to math classroom and tutoring transcripts shows that non-talk-move utterances play functional roles in discourse, and are not just fillers.
This research was supported by the National Science Foundation grant #2222647 and the NSF National AI In- stitute for Student-AI Teaming (iSAT) under grant DRL #2019805
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Towards Actionable Pedagogical Feedback: A Multi-Perspective Analysis of Mathematics Teaching and Tutoring Dialogue
Applying off-the-shelf dialogue act and discourse relation models to math classroom and tutoring transcripts shows that non-talk-move utterances play functional roles in discourse, and are not just fillers.