{"record_type":"pith_number_record","schema_url":"https://pith.science/schemas/pith-number/v1.json","pith_number":"pith:2022:WVV33QAF3GKDB4W6CLCTC623KY","short_pith_number":"pith:WVV33QAF","schema_version":"1.0","canonical_sha256":"b56bbdc005d99430f2de12c5317b5b562942659a296972e8ee739d5d0de30884","source":{"kind":"arxiv","id":"2208.04715","version":1},"attestation_state":"computed","paper":{"title":"Computationally Identifying Funneling and Focusing Questions in Classroom Discourse","license":"http://creativecommons.org/licenses/by-nc-sa/4.0/","headline":"","cross_cats":["cs.CL","cs.LG"],"primary_cat":"cs.CY","authors_text":"Dan Jurafsky, Dorottya Demszky, Heather Hill, Jing Liu, Sterling Alic, Zid Mancenido","submitted_at":"2022-07-08T01:28:29Z","abstract_excerpt":"Responsive teaching is a highly effective strategy that promotes student learning. In math classrooms, teachers might \"funnel\" students towards a normative answer or \"focus\" students to reflect on their own thinking, deepening their understanding of math concepts. When teachers focus, they treat students' contributions as resources for collective sensemaking, and thereby significantly improve students' achievement and confidence in mathematics. We propose the task of computationally detecting funneling and focusing questions in classroom discourse. We do so by creating and releasing an annotat"},"verification_status":{"content_addressed":true,"pith_receipt":true,"author_attested":false,"weak_author_claims":0,"strong_author_claims":0,"externally_anchored":false,"storage_verified":false,"citation_signatures":0,"replication_records":0,"graph_snapshot":true,"references_resolved":false,"formal_links_present":false},"canonical_record":{"source":{"id":"2208.04715","kind":"arxiv","version":1},"metadata":{"license":"http://creativecommons.org/licenses/by-nc-sa/4.0/","primary_cat":"cs.CY","submitted_at":"2022-07-08T01:28:29Z","cross_cats_sorted":["cs.CL","cs.LG"],"title_canon_sha256":"3006c01f2fb34f1888082d303b5d8525c30d6bf1a7d3b4c39d705ac69d3f4976","abstract_canon_sha256":"a9e494b4b004178db0701164512f0537afe7540c50f2b9ff54f7b5d40df6e5df"},"schema_version":"1.0"},"receipt":{"kind":"pith_receipt","key_id":"pith-v1-2026-05","algorithm":"ed25519","signed_at":"2026-07-05T04:47:00.438793Z","signature_b64":"HOvf3LF0nKjWTmEhOYs3QAAjUowDc2JYD1PbhSbHPoirtEjOivQFmvrfI+J8MejXRiN0MWhFzrYYaohjpJpJAw==","signed_message":"canonical_sha256_bytes","builder_version":"pith-number-builder-2026-05-17-v1","receipt_version":"0.3","canonical_sha256":"b56bbdc005d99430f2de12c5317b5b562942659a296972e8ee739d5d0de30884","last_reissued_at":"2026-07-05T04:47:00.438454Z","signature_status":"signed_v1","first_computed_at":"2026-07-05T04:47:00.438454Z","public_key_fingerprint":"8d4b5ee74e4693bcd1df2446408b0d54"},"graph_snapshot":{"paper":{"title":"Computationally Identifying Funneling and Focusing Questions in Classroom Discourse","license":"http://creativecommons.org/licenses/by-nc-sa/4.0/","headline":"","cross_cats":["cs.CL","cs.LG"],"primary_cat":"cs.CY","authors_text":"Dan Jurafsky, Dorottya Demszky, Heather Hill, Jing Liu, Sterling Alic, Zid Mancenido","submitted_at":"2022-07-08T01:28:29Z","abstract_excerpt":"Responsive teaching is a highly effective strategy that promotes student learning. In math classrooms, teachers might \"funnel\" students towards a normative answer or \"focus\" students to reflect on their own thinking, deepening their understanding of math concepts. When teachers focus, they treat students' contributions as resources for collective sensemaking, and thereby significantly improve students' achievement and confidence in mathematics. We propose the task of computationally detecting funneling and focusing questions in classroom discourse. We do so by creating and releasing an annotat"},"claims":{"count":0,"items":[],"snapshot_sha256":"258153158e38e3291e3d48162225fcdb2d5a3ed65a07baac614ab91432fd4f57"},"source":{"id":"2208.04715","kind":"arxiv","version":1},"verdict":{"id":null,"model_set":{},"created_at":null,"strongest_claim":"","one_line_summary":"","pipeline_version":null,"weakest_assumption":"","pith_extraction_headline":""},"integrity":{"clean":true,"summary":{"advisory":0,"critical":0,"by_detector":{},"informational":0},"endpoint":"/pith/2208.04715/integrity.json","findings":[],"available":true,"detectors_run":[],"snapshot_sha256":"c28c3603d3b5d939e8dc4c7e95fa8dfce3d595e45f758748cecf8e644a296938"},"references":{"count":0,"sample":[],"resolved_work":0,"snapshot_sha256":"258153158e38e3291e3d48162225fcdb2d5a3ed65a07baac614ab91432fd4f57","internal_anchors":0},"formal_canon":{"evidence_count":0,"snapshot_sha256":"258153158e38e3291e3d48162225fcdb2d5a3ed65a07baac614ab91432fd4f57"},"author_claims":{"count":0,"strong_count":0,"snapshot_sha256":"258153158e38e3291e3d48162225fcdb2d5a3ed65a07baac614ab91432fd4f57"},"builder_version":"pith-number-builder-2026-05-17-v1"},"aliases":[{"alias_kind":"arxiv","alias_value":"2208.04715","created_at":"2026-07-05T04:47:00.438510+00:00"},{"alias_kind":"arxiv_version","alias_value":"2208.04715v1","created_at":"2026-07-05T04:47:00.438510+00:00"},{"alias_kind":"doi","alias_value":"10.48550/arxiv.2208.04715","created_at":"2026-07-05T04:47:00.438510+00:00"},{"alias_kind":"pith_short_12","alias_value":"WVV33QAF3GKD","created_at":"2026-07-05T04:47:00.438510+00:00"},{"alias_kind":"pith_short_16","alias_value":"WVV33QAF3GKDB4W6","created_at":"2026-07-05T04:47:00.438510+00:00"},{"alias_kind":"pith_short_8","alias_value":"WVV33QAF","created_at":"2026-07-05T04:47:00.438510+00:00"}],"events":[],"event_summary":{},"paper_claims":[],"inbound_citations":{"count":1,"internal_anchor_count":1,"sample":[{"citing_arxiv_id":"2505.07902","citing_title":"Multimodal Assessment of Classroom Discourse Quality: A Text-Centered Attention-Based Multi-Task Learning Approach","ref_index":12,"is_internal_anchor":true}]},"formal_canon":{"evidence_count":0,"sample":[],"anchors":[]},"links":{"html":"https://pith.science/pith/WVV33QAF3GKDB4W6CLCTC623KY","json":"https://pith.science/pith/WVV33QAF3GKDB4W6CLCTC623KY.json","graph_json":"https://pith.science/api/pith-number/WVV33QAF3GKDB4W6CLCTC623KY/graph.json","events_json":"https://pith.science/api/pith-number/WVV33QAF3GKDB4W6CLCTC623KY/events.json","paper":"https://pith.science/paper/WVV33QAF"},"agent_actions":{"view_html":"https://pith.science/pith/WVV33QAF3GKDB4W6CLCTC623KY","download_json":"https://pith.science/pith/WVV33QAF3GKDB4W6CLCTC623KY.json","view_paper":"https://pith.science/paper/WVV33QAF","resolve_alias":"https://pith.science/api/pith-number/resolve?arxiv=2208.04715&json=true","fetch_graph":"https://pith.science/api/pith-number/WVV33QAF3GKDB4W6CLCTC623KY/graph.json","fetch_events":"https://pith.science/api/pith-number/WVV33QAF3GKDB4W6CLCTC623KY/events.json","actions":{"anchor_timestamp":"https://pith.science/pith/WVV33QAF3GKDB4W6CLCTC623KY/action/timestamp_anchor","attest_storage":"https://pith.science/pith/WVV33QAF3GKDB4W6CLCTC623KY/action/storage_attestation","attest_author":"https://pith.science/pith/WVV33QAF3GKDB4W6CLCTC623KY/action/author_attestation","sign_citation":"https://pith.science/pith/WVV33QAF3GKDB4W6CLCTC623KY/action/citation_signature","submit_replication":"https://pith.science/pith/WVV33QAF3GKDB4W6CLCTC623KY/action/replication_record"}},"created_at":"2026-07-05T04:47:00.438510+00:00","updated_at":"2026-07-05T04:47:00.438510+00:00"}