# Discussion Tracker: Supporting Teacher Learning about Students' Collaborative Argumentation in High School Classrooms

arXiv: https://arxiv.org/abs/2102.10293 · HTML: https://mlsanity.com/paper/2102.10293/

## Key facts

- Cited by 3 papers in the map (data through 14 Oct 2026).
- Builds on 4 of its 20 references that are in the map.
- First posted on arXiv 20 Feb 2021.

## Builds on (most cited first, 4 of 4)

- [BERT: Pre-training of Deep Bidirectional Transformers for Language Understanding](https://mlsanity.com/paper/1810.04805/) (2018)
- [Argument Component Classification for Classroom Discussions](https://mlsanity.com/paper/1909.03022/) (2019)
- [The Discussion Tracker Corpus of Collaborative Argumentation](https://mlsanity.com/paper/2005.11344/) (2020)
- [Annotating Student Talk in Text-based Classroom Discussions](https://mlsanity.com/paper/1909.03023/) (2019)

## Built on by (most cited first, 3 of 3)

- [Evaluation and Facilitation of Online Discussions in the LLM Era: A Survey](https://mlsanity.com/paper/2503.01513/) (2025)
- [Meeting Decision Tracker: Making Meeting Minutes with De-Contextualized Utterances](https://mlsanity.com/paper/2210.11374/) (2022)
- [Teach Me How to Improve My Argumentation Skills: A Survey on Feedback in Argumentation](https://mlsanity.com/paper/2307.15341/) (2023)

## Abstract (arXiv)

Teaching collaborative argumentation is an advanced skill that many K-12 teachers struggle to develop. To address this, we have developed Discussion Tracker, a classroom discussion analytics system based on novel algorithms for classifying argument moves, specificity, and collaboration. Results from a classroom deployment indicate that teachers found the analytics useful, and that the underlying classifiers perform with moderate to substantial agreement with humans.