Teacher-student eye contacts during whole-class instructions and small-group scaffolding: A case study with multiple mobile gaze trackers

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

Abstract

Recent gaze tracking research have illustrated patterns of teachers’ visual attention in the classroom. However, the reciprocity of teacher-student interaction needs to be explored using multiple mobile gaze tracking. This descriptive case study is our first step to chart the role of dyadic eye contacts in the teacher-student interaction during collaborative mathematical problem solving. Our results indicate that, during mathematical problem solving, teacher gaze at student faces and student gaze at teacher face vary between whole-class instruction and small-group scaffolding moments. As a conclusion, we suggest that forming dyadic eye contact requires optimal interactional, personal, and environmental states, and this method can offer us fruitful information on the micro-level processes of teacher-student interaction.
Original languageEnglish
Title of host publicationProceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019)
EditorsUffe Thomas Jankvist, Marja Van den Heuvel-Panhuizen, Michiel Veldhuis
Number of pages8
Place of PublicationUtrecht, the Netherlands
PublisherFreudenthal Group & Freudenthal Institute, Utrecht University
Publication date2019
Pages1435-1442
ISBN (Electronic)978-90-73346-75-8
Publication statusPublished - 2019
MoE publication typeA4 Article in conference proceedings
EventCERME 11 - The Eleventh Congress of the European Society for Research in Mathematics Education - University of Utrecht, Utrecht, Netherlands
Duration: 6 Feb 201910 Feb 2019

Fields of Science

  • 516 Educational sciences

Cite this

Haataja, E., Salonen, V., Laine, A., Toivanen, M., & Hannula, M. S. (2019). Teacher-student eye contacts during whole-class instructions and small-group scaffolding: A case study with multiple mobile gaze trackers. In U. T. Jankvist, M. Van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019) (pp. 1435-1442). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University.