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...
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Published in | Teaching and teacher education Vol. 86; p. 102877 |
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Main Authors | , , , , , |
Format | Journal Article |
Language | English |
Published |
Elsevier Ltd
01.11.2019
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Subjects | |
Online Access | Get full text |
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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. |
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ISSN: | 0742-051X 1879-2480 |
DOI: | 10.1016/j.tate.2019.102877 |