Preservice Mathematics Teachers’ Visual Attention and Interpretation of Classroom Interactions

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Preservice Mathematics Teaching and Mathematics Teacher Education (Table 7)

Abstract

Eye-tracking technology has been extensively used in different research fields to investigate human beings’ information process features. This is, however, quite new to apply to analyze how pre-service teachers learn. This paper examines what and how pre-service secondary teachers learn; focusing on what they attend to and how they become more noticeable on important features of mathematics instructions. 4 pre-service teachers in different stages in their teacher education program participated in this qualitative study. All data for this study were video recorded and consist of video-club style group meetings, individual 1-1 interview, and 1-1 video watching with an eye-tracker. The eye-tracking methods and content analysis revealed how pre-service teachers developed their noticing through group discussions.

Authors

• Hee-Jeong Kim, Korea University

• Gima Lee, Korea University

• Hangil Kim, University of Texas at Austin