Teacher's visual attention when scaffolding collaborative mathematical problem solving

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

Abstrakti

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.

Alkuperäiskielienglanti
Artikkeli102877
LehtiTeaching and Teacher Education
Vuosikerta86
Sivumäärä15
ISSN0742-051X
DOI - pysyväislinkit
TilaJulkaistu - marraskuuta 2019
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

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