Teacher-student eye contact during scaffolding collaborative mathematical problem-solving

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

Kuvaus

Teacher’s gaze communicates consciously and unconsciously her pedagogical priorities to the students. By creating and responding to eye contact initiatives, people can communicate both status and affection. This research explores the frequency of teacher-student eye contacts and their connection to teachers’ scaffolding intentions. The data consisted of mobile gaze tracking recordings of two teachers and stationary classroom videos during three collaborative mathematical problem-solving lessons. The quantitative analysis showed that most of the teacher gazes on student faces did not lead to dyadic eye contacts and those gazes that did, occurred often during affective and cognitive scaffolding. These results offer us novel and important insight in the nonverbal part of scaffolding interaction.
Eeva Haataja, Miika Toivanen, Anu Laine and Markku S. Hannula
University of Helsinki, Finland
Alkuperäiskielienglanti
LehtiLUMAT: International Journal on Math, Science and Technology Education
Vuosikerta7
Numero2
Sivut9-26
Sivumäärä18
ISSN2323-7112
DOI - pysyväislinkit
TilaJulkaistu - 2019
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

Tieteenalat

  • 516 Kasvatustieteet

Lainaa tätä

@article{7097eafb1cde47688541b072bc74bd7c,
title = "Teacher-student eye contact during scaffolding collaborative mathematical problem-solving",
abstract = "Teacher’s gaze communicates consciously and unconsciously her pedagogical priorities to the students. By creating and responding to eye contact initiatives, people can communicate both status and affection. This research explores the frequency of teacher-student eye contacts and their connection to teachers’ scaffolding intentions. The data consisted of mobile gaze tracking recordings of two teachers and stationary classroom videos during three collaborative mathematical problem-solving lessons. The quantitative analysis showed that most of the teacher gazes on student faces did not lead to dyadic eye contacts and those gazes that did, occurred often during affective and cognitive scaffolding. These results offer us novel and important insight in the nonverbal part of scaffolding interaction.",
keywords = "516 Educational sciences",
author = "Eeva Haataja and Miika Toivanen and Anu Laine and Hannula, {Markku S.}",
year = "2019",
doi = "10.31129/ LUMAT.7.2.350",
language = "English",
volume = "7",
pages = "9--26",
journal = "LUMAT: Luonnontieteiden, matematiikan ja teknologian opetuksen tutkimus ja k{\"a}yt{\"a}nt{\"o}",
issn = "2323-7112",
publisher = "Valtakunnallinen LUMA-keskus, Matemaattis-luonnontieteellinen tiedekunta, Helsingin yliopisto",
number = "2",

}

Teacher-student eye contact during scaffolding collaborative mathematical problem-solving. / Haataja, Eeva; Toivanen, Miika; Laine, Anu; Hannula, Markku S.

julkaisussa: LUMAT: International Journal on Math, Science and Technology Education, Vuosikerta 7, Nro 2, 2019, s. 9-26.

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

TY - JOUR

T1 - Teacher-student eye contact during scaffolding collaborative mathematical problem-solving

AU - Haataja, Eeva

AU - Toivanen, Miika

AU - Laine, Anu

AU - Hannula, Markku S.

PY - 2019

Y1 - 2019

N2 - Teacher’s gaze communicates consciously and unconsciously her pedagogical priorities to the students. By creating and responding to eye contact initiatives, people can communicate both status and affection. This research explores the frequency of teacher-student eye contacts and their connection to teachers’ scaffolding intentions. The data consisted of mobile gaze tracking recordings of two teachers and stationary classroom videos during three collaborative mathematical problem-solving lessons. The quantitative analysis showed that most of the teacher gazes on student faces did not lead to dyadic eye contacts and those gazes that did, occurred often during affective and cognitive scaffolding. These results offer us novel and important insight in the nonverbal part of scaffolding interaction.

AB - Teacher’s gaze communicates consciously and unconsciously her pedagogical priorities to the students. By creating and responding to eye contact initiatives, people can communicate both status and affection. This research explores the frequency of teacher-student eye contacts and their connection to teachers’ scaffolding intentions. The data consisted of mobile gaze tracking recordings of two teachers and stationary classroom videos during three collaborative mathematical problem-solving lessons. The quantitative analysis showed that most of the teacher gazes on student faces did not lead to dyadic eye contacts and those gazes that did, occurred often during affective and cognitive scaffolding. These results offer us novel and important insight in the nonverbal part of scaffolding interaction.

KW - 516 Educational sciences

U2 - 10.31129/ LUMAT.7.2.350

DO - 10.31129/ LUMAT.7.2.350

M3 - Article

VL - 7

SP - 9

EP - 26

JO - LUMAT: Luonnontieteiden, matematiikan ja teknologian opetuksen tutkimus ja käytäntö

JF - LUMAT: Luonnontieteiden, matematiikan ja teknologian opetuksen tutkimus ja käytäntö

SN - 2323-7112

IS - 2

ER -