Teacher-student eye contact during scaffolding collaborative mathematical problem-solving

LUMAT

Eeva Haataja¹  Markku S. Hannula¹  Anu Laine²  Miika Toivanen² 

[1] University of Helsinki, Finland;University of Helsinki;

关键词: eye contact;    mathematical problem solving;    teacher gaze;    teacher-student interaction;   

DOI  :  10.31129/LUMAT.7.2.350

来源: DOAJ

【 摘 要 】

Teacher’s gaze communicates consciously and unconsciously her pedagogical priorities to the students. By creating and responding to eye contact initiatives, people can communicate both status and affection. This research explores the frequency of teacher-student eye contacts and their connection to teachers’ scaffolding intentions. The data consisted of mobile gaze tracking recordings of two teachers and stationary classroom videos during three collaborative mathematical problem-solving lessons. The quantitative analysis showed that most of the teacher gazes on student faces did not lead to dyadic eye contacts and those gazes that did, occurred often during affective and cognitive scaffolding. These results offer us novel and important insight in the nonverbal part of scaffolding interaction.

【 授权许可】

Unknown