The authors examined how undergraduate students negotiated roles and developed a shared understanding of mathematics while working together on computer-based modules. The subjects were videotaped while working on these modules and their computer output was simultaneously collected on a separate videotape. Examination of the data tentatively suggests ways pairs of students approach academic work and ways they interact as they process and organize knowledge. This study builds on an exploratory study the authors conducted that generated a set of research questions addressing the nature of learning in interactive technological environments.