Teacher's visual attention when scaffolding collaborative mathematical problem solving

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Sammanfattning

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.

Originalspråkengelska
Artikelnummer102877
TidskriftTeaching and Teacher Education
Volym86
Antal sidor15
ISSN0742-051X
DOI
StatusPublicerad - nov 2019
MoE-publikationstypA1 Tidskriftsartikel-refererad

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  • 516 Pedagogik

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