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

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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.
Titel på gästpublikationProceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019)
RedaktörerUffe Thomas Jankvist, Marja Van den Heuvel-Panhuizen, Michiel Veldhuis
Antal sidor8
UtgivningsortUtrecht, the Netherlands
FörlagFreudenthal Group & Freudenthal Institute, Utrecht University
ISBN (elektroniskt)978-90-73346-75-8
StatusPublicerad - 2019
MoE-publikationstypA4 Artikel i en konferenspublikation
EvenemangCERME 11 - The Eleventh Congress of the European Society for Research in Mathematics Education - University of Utrecht, Utrecht, Holland
Varaktighet: 6 feb 201910 feb 2019


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