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.
|Title of host publication||Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019)|
|Editors||Uffe Thomas Jankvist, Marja Van den Heuvel-Panhuizen, Michiel Veldhuis|
|Number of pages||8|
|Place of Publication||Utrecht, the Netherlands|
|Publisher||Freudenthal Group & Freudenthal Institute, Utrecht University|
|Publication status||Published - 2019|
|MoE publication type||A4 Article in conference proceedings|
|Event||CERME 11 - The Eleventh Congress of the European Society for Research in Mathematics Education - University of Utrecht, Utrecht, Netherlands|
Duration: 6 Feb 2019 → 10 Feb 2019
Fields of Science
- 516 Educational sciences
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.