Teacher's visual attention when scaffolding collaborative mathematical problem solving

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 t...

Full description

Saved in:
Bibliographic Details
Published inTeaching and teacher education Vol. 86; p. 102877
Main Authors Haataja, Eeva, Garcia Moreno-Esteva, Enrique, Salonen, Visajaani, Laine, Anu, Toivanen, Miika, Hannula, Markku S.
Format Journal Article
LanguageEnglish
Published Elsevier Ltd 01.11.2019
Subjects
Online AccessGet full text

Cover

Loading…
More Information
Summary: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. •Mobile gaze tracking method offers novel insight to research on teacher-student interaction.•Teacher's visual attention is in interaction with his intentions of scaffolding students' problem-solving process.•Reflecting the intentions of instruction and visual attention could benefit novice teachers in professional development.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2019.102877