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

Eeva Haataja (1) , Visajaani Salonen (1) , Anu Laine (1) , Miika Toivanen (1) , Markku S. Hannula (1)

1 Helsingin yliopisto = Helsingfors universitet = University of Helsinki

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.

Mots clés: classroom orchestration; multiple gaze tracking; mathematical problem solving; teacher-student interaction

Domaines: Mathématiques [math]; Education

Eeva Haataja, Visajaani Salonen, Anu Laine, Miika Toivanen, Markku S. Hannula. Teacher-student eye contacts during whole-class instructions and small-group scaffolding: A case study with multiple mobile gaze trackers. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02410054⟩