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Subtle Direction or Collegial Support? A Mathematics Teacher's Visual Attention to Teaching Partners

Artigo2025

Eeva S. H. Haataja; Reito Visajaani Salonen

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Resumo

Co-teaching can benefit learning and well-being of all students in inclusive classrooms. In Finland, co-teaching is a pivotal method of support for students with special needs in learning mathematics, but the outcomes are dependent on the quality of co-teaching. However, little is known about how effective co-teaching is situationally constructed in classrooms. The aim of this study was to pilot the approach to investigate the patterns of teaching partners' interaction in mathematics education. This mixed-method case study charts visual attention between teaching partners in mathematics education. The data was collected with mobile eye tracking in four mathematics lessons with the same mathematics teacher and his seventh-grade students. This study provides introductory information on how a mathematics teacher attends to the co-teaching partners during instruction with short glances during mathematics teacher's instruction, and long dwells when listening to the teaching partner. Our findings indicate that teacher's attention to the teaching partners was relative to the pedagogical and interactional situations and often took place during moments with emotional triggers to the teacher.

Dados da obra

Tipo
Artigo
Periódico
LUMAT: International Journal on Math
Ano
2025
Idioma
en
Palavras-chave
Team Teaching; Inclusion; Students with Disabilities; Mathematics Instruction; Interaction; Attention; Grade 7; Eye Movements; Teacher Collaboration; Emotional Response; Foreign Countries; Regular and Special Education Relationship; Mathematics Teachers; Special Education Teachers
Temas
Inclusão
ISSN
2323-7112
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
HAATAJA, Eeva S. H.; SALONEN, Reito Visajaani. Subtle Direction or Collegial Support? A Mathematics Teacher's Visual Attention to Teaching Partners. LUMAT: International Journal on Math, 2025. Disponível em: https://eric.ed.gov/?id=EJ1462382. Acesso em: 5 nov. 2026.

APA

Haataja, E. S. H., & Salonen, R. V. (2025). Subtle Direction or Collegial Support? A Mathematics Teacher's Visual Attention to Teaching Partners. LUMAT: International Journal on Math. https://eric.ed.gov/?id=EJ1462382

BibTeX
@article{haataja2025,
  author = {Haataja, Eeva S. H. and Salonen, Reito Visajaani},
  title = {Subtle Direction or Collegial Support? A Mathematics Teacher's Visual Attention to Teaching Partners},
  year = {2025},
  journal = {LUMAT: International Journal on Math},
  url = {https://eric.ed.gov/?id=EJ1462382},
  language = {en}
}
RIS
TY  - JOUR
AU  - Haataja, Eeva S. H.
AU  - Salonen, Reito Visajaani
TI  - Subtle Direction or Collegial Support? A Mathematics Teacher's Visual Attention to Teaching Partners
PY  - 2025
JO  - LUMAT: International Journal on Math
UR  - https://eric.ed.gov/?id=EJ1462382
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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