Teacher's visual attention when scaffolding collaborative mathematical problem solving

Eeva Haataja; Enrique Garcia Moreno-Esteva; Visajaani Salonen; Anu Laine; Miika Toivanen; Markku S. Hannula

doi:10.1016/j.tate.2019.102877

Teacher's visual attention when scaffolding collaborative mathematical problem solving

Eeva Haataja, Enrique Garcia Moreno-Esteva, Visajaani Salonen, Anu Laine, Miika Toivanen, Markku S. Hannula

Research output: Contribution to journal › Article › Scientific › peer-review

Abstract

Teachers' role in scaffolding students' problem-solving process is crucial. New technology provides researchers with possibilities to explore this aspect of teaching from the viewpoint of teacher attention. The aim of this mixed-method case study was to investigate the relation between a teacher's scaffolding intentions and his gaze behavior. The data was collected during a mathematics lesson using mobile gaze tracking devices, stationary video cameras, and interview. The results show that the teacher's scaffolding intentions affected his gaze targets significantly and that mobile gaze tracking can provide novel insight to situational processes of teacher-student interaction. (C) 2019 The Authors. Published by Elsevier Ltd.

Original language	English
Article number	102877
Journal	Teaching and Teacher Education
Volume	86
Number of pages	15
ISSN	0742-051X
DOIs	https://doi.org/10.1016/j.tate.2019.102877
Publication status	Published - Nov 2019
MoE publication type	A1 Journal article-refereed

Fields of Science

516 Educational sciences
Mathematical problem-solving
Teacher-student interaction
Teacher attention
Mobile gaze-tracking research
STUDENT INTERACTION
EYE-TRACKING
PERCEPTION
KNOWLEDGE
EXPERT
IDEAS
TASK

Access to Document

10.1016/j.tate.2019.102877Licence: CC BY-NC-ND

1-s2.0-S0742051X18310758-mainFinal published version, 1.67 MBLicence: CC BY-NC-ND

Cite this

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title = "Teacher's visual attention when scaffolding collaborative mathematical problem solving",

abstract = "Teachers' role in scaffolding students' problem-solving process is crucial. New technology provides researchers with possibilities to explore this aspect of teaching from the viewpoint of teacher attention. The aim of this mixed-method case study was to investigate the relation between a teacher's scaffolding intentions and his gaze behavior. The data was collected during a mathematics lesson using mobile gaze tracking devices, stationary video cameras, and interview. The results show that the teacher's scaffolding intentions affected his gaze targets significantly and that mobile gaze tracking can provide novel insight to situational processes of teacher-student interaction. (C) 2019 The Authors. Published by Elsevier Ltd.",

keywords = "516 Educational sciences, Mathematical problem-solving, Teacher-student interaction, Teacher attention, Mobile gaze-tracking research, STUDENT INTERACTION, EYE-TRACKING, PERCEPTION, KNOWLEDGE, EXPERT, IDEAS, TASK",

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AU - Haataja, Eeva

AU - Garcia Moreno-Esteva, Enrique

AU - Salonen, Visajaani

AU - Laine, Anu

AU - Toivanen, Miika

AU - Hannula, Markku S.

PY - 2019/11

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N2 - Teachers' role in scaffolding students' problem-solving process is crucial. New technology provides researchers with possibilities to explore this aspect of teaching from the viewpoint of teacher attention. The aim of this mixed-method case study was to investigate the relation between a teacher's scaffolding intentions and his gaze behavior. The data was collected during a mathematics lesson using mobile gaze tracking devices, stationary video cameras, and interview. The results show that the teacher's scaffolding intentions affected his gaze targets significantly and that mobile gaze tracking can provide novel insight to situational processes of teacher-student interaction. (C) 2019 The Authors. Published by Elsevier Ltd.

AB - Teachers' role in scaffolding students' problem-solving process is crucial. New technology provides researchers with possibilities to explore this aspect of teaching from the viewpoint of teacher attention. The aim of this mixed-method case study was to investigate the relation between a teacher's scaffolding intentions and his gaze behavior. The data was collected during a mathematics lesson using mobile gaze tracking devices, stationary video cameras, and interview. The results show that the teacher's scaffolding intentions affected his gaze targets significantly and that mobile gaze tracking can provide novel insight to situational processes of teacher-student interaction. (C) 2019 The Authors. Published by Elsevier Ltd.

KW - 516 Educational sciences

KW - Mathematical problem-solving

KW - Teacher-student interaction

KW - Teacher attention

KW - Mobile gaze-tracking research

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KW - EYE-TRACKING

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KW - KNOWLEDGE

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