  We examine the process through which computational thinking develops in a
perspectival fashion as two middle school students collaborate with each other
in order to develop computational models of two graphs of motion. We present an
interaction analysis of the students' discourse and computational modeling, and
analyze how they came to a joint understanding of the goal of the modeling
activity. We show that this process involves bringing about coherence between
multiple perspectives: the object in motion, the computational agent, the other
student, and graphs of motion.
