In this article we examine intuitions as they emerge in groupwork activities. We provide a framework and a methodology to code various aspects of the activity, social and mathematical. Focusing mostly on students' gazes, we explore how affective moves give rise to, and determine, students' interactions and thoughts. We argue that intuition does not take place in the mind of the individual, it is not a matter of 'I think', but it arises from actions and reactions, in relationships with others and with artefacts. Data from a 50 minutes groupwork activity of four grade-9 students allows us to further discuss our framework. [For the complete proceedings, see ED597799.]