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

Keywords: eye contact, mathematical problem solving, teacher gaze, teacher-student interaction

Abstract

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.

Published
2019-10-31
How to Cite
Haataja, E., Toivanen, M., Laine, A., & Hannula, M. (2019). Teacher-student eye contact during scaffolding collaborative mathematical problem-solving. LUMAT: International Journal on Math, Science and Technology Education, 7(2), 9–26. https://doi.org/10.31129/LUMAT.7.2.350