What Can Eye-Tracking, Combined with Discourse Analysis, Teach Us about the Ineffectiveness of a Group of Students Solving a Geometric Problem?

Autor/inn/en	Heyd-Metzuyanim, Einat; Haataja, Eeva S. H.; Hannula, Markku S.; Garcia Moreno-Esteva, Enrique
Titel	What Can Eye-Tracking, Combined with Discourse Analysis, Teach Us about the Ineffectiveness of a Group of Students Solving a Geometric Problem?
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 51 (2023) 3, S.363-396 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heyd-Metzuyanim, Einat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-023-09617-9
Schlagwörter	Problem Solving; Eye Movements; Discourse Analysis; Geometric Concepts; Mathematics Instruction; Video Technology; Information Technology; Cooperative Learning; Barriers; Grade 9; Geometry; Task Analysis; Attention Control; Group Dynamics; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Problemlösen; Augenbewegung; Diskursanalyse; Elementare Geometrie; Mathematics lessons; Mathematikunterricht; Informationstechnologie; Kooperatives Lernen; School year 09; 9. Schuljahr; Schuljahr 09; Geometrie; Aufgabenanalyse; Aufmerksamkeitstest; Gruppendynamik; Ausland; Finnland
Abstract	We present the analysis of an episode of mathematical problem solving in a group, where data came from multiple advanced recorders, including multiple video cameras, Smartpen recorders, and mobile eye tracking glasses. Analysis focused on a particular group that was ineffective in their problem-solving process. Relying on the commognitive theory of learning on the one hand, and on quantitative descriptors of eye-tracking data on the other hand, we ask how do the interpretations of the discourse analysis and gaze data complement each other in understanding the obstacles to problem-solving in this episode. The setting included four Finnish 9th grade students solving a geometrical problem in the students' authentic mathematics classroom. The commognitive analysis revealed intensive social communication (subjectifying) along with the mathematical one (mathematizing), which seemed to interfere with the problem-solving process. Specifically, it masked the differences in students' interpretation of the tasks, and did not allow explication of meta-rules according to which students endorsed mathematical claims. Diagrams of quantified gaze data enabled a more macro-level picture of the full 15 min interaction, revealing differential loci of attention of the group members and thus triangulating the micro-analysis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01