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

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Eeva Haataja ◽  
Miika Toivanen ◽  
Anu Laine ◽  
Markku S. Hannula
Keyword(s):  
Quantitative Analysis ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Eye Contact ◽  
Mathematical Problem Solving ◽  
Gaze Tracking ◽  
Teacher Student ◽  
Cognitive Scaffolding

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.

An Evaluation of a Process-Oriented Instructional Program in Mathematical Problem Solving in Grades 5 and 7

1984 ◽  
Vol 15 (1) ◽  
pp. 15-34 ◽  
Author(s):  
Randall I. Charles ◽  
Frank K. Lester
Keyword(s):  
Quantitative Analysis ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Instructional Program ◽  
Growth Patterns ◽  
Student Growth ◽  
Fifth Grade ◽  
Mathematical Problem Solving ◽  
Seventh Grade ◽  
Process Oriented

This paper provides an overview of a process-oriented instructional program and reports the results of an evaluation of that program. Twelve fifth-grade and 10 seventh-grade teachers implemented the Mathematical Problem Solving program for 23 weeks. Eleven fifth-grade and 13 seventh-grade teachers taught control classes. The experimental classes scored significantly higher than the control classes on measures of ability to understand problems, plan solution st rategies, and get correct results. Trend analyses showed different student growth patterns for the three measures of problem-solving performance. Data from interviews with teachers supported the results of the quantitative analysis and suggested that both students and teachers had changed positively with respect to attitudes toward problem solving. In addition, teachers gained confidence in their ability to teach problem solving.

scholarly journals Phases of collaborative mathematical problem solving and joint attention: a case study utilizing mobile gaze tracking

ZDM ◽  
2021 ◽  
Author(s):  
Jessica F. A. Salminen-Saari ◽  
Enrique Garcia Moreno-Esteva ◽  
Eeva Haataja ◽  
Miika Toivanen ◽  
Markku S. Hannula ◽  
...  
Keyword(s):  
Problem Solving ◽  
Joint Attention ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Gaze Tracking ◽  
Audio Recordings ◽  
Joint Visual Attention ◽  
Video And Audio ◽  
Tracking Devices

AbstractGiven the recent development of mobile gaze-tracking devices it has become possible to view and interpret what the student sees and unravel the associated problem-solving processes further. It has also become possible to pinpoint joint attention occurrences that are fundamental for learning. In this study, we examined joint attention in collaborative mathematical problem solving. We studied the thought processes of four 15–16-year-old students in their regular classroom, using mobile gaze tracking, video and audio recordings, and smartpens. The four students worked as a group to find the shortest path to connect the vertices of a square. Combining information on the student gaze targets with a qualitative interpretation of the context, we identified the occurrences of joint attention, out of which 49 were joint visual attention occurrences and 28 were attention to different representations of the same mathematical idea. We call this joint representational attention. We discovered that ‘verifying’ (43%) and ‘watching and listening’ (35%) were the most common phases during joint attention. The most frequently occurring problem solving phases right after joint attention were also ‘verifying’ (47%) and ‘watching and listening’ (34%). We detected phase cycles commonly found in individual problem-solving processes (‘planning and exploring’, ‘implementing’, and ‘verifying’) outside of joint attention. We also detected phase shifts between ‘verifying’, ‘watching and listening’, and ‘understanding’ a problem, often occurring during joint attention. Therefore, these phases can be seen as a signal of successful interaction and the promotion of collaboration.

scholarly journals MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIK SISWA MA DENGAN MENGGUNAKAN PENDEKATAN OPEN ENDED

2019 ◽  
Vol 2 (5) ◽  
pp. 361
Author(s):  
Agung Nugraha ◽  
Irpan Mulyana ◽  
Masta Hutajulu ◽  
Asep Ikin Sugandi
Keyword(s):  
Quantitative Analysis ◽  
Problem Solving ◽  
Qualitative Analysis ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Quasi Experimental ◽  
Mathematical Problems ◽  
Academic Year ◽  
Difference Test ◽  
Better Than

AbstractThis research is based on the problem of the low mathematical problem solving ability of students who have a relationship with someone's success in solving a problem that they face. In this case, to overcome this, a class of research was conducted using an open ended approach and ordinary learning. In addition, this research is a quasi-experimental. The population in this study were students of class X MA in Bandung in 2018/2019 academic year. The research sample is all Class X students in one MA in Bandung. Quantitative analysis was performed using the two-difference test and descriptive qualitative analysis was also carried out. The results showed that the ability to solve mathematical problems using the open ended approach was better than those using the usual approach.

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