Menu
Menu

Menu do Portal GEPEMA

In their hands: Multimodal learning analytics as reflective-practice resources empowering mathematics teachers’ professional development

Artigo2025

Alik Palatnik ORCID; Cătălina Lomos ORCID; Dor Abrahamson ORCID

Acesso aberto Acessar texto completo: In their hands: Multimodal learning analytics as reflective-practice resources empowering mathematics teachers’ professional development (abre em nova aba)

0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.

Resumo

Educational researchers have been using multimodal data (e.g., eye-tracking) to study teachers’ instructional practices. Yet, by and large, these technologies have not been handed over to teachers as resources for self-reflection. This exploratory study aimed to develop and evaluate novel methodologies for supporting teachers in using multimodal data, specifically eye-tracking-overlaid multiple-point-of-view videos, as resources for deepening their understanding of learning and teaching. Five pre-service mathematics teachers (PSMT) participated in this study. First, they collaboratively constructed a body-scale polyhedron while wearing eye-tracking devices. In a subsequent structured reflection session, the participants collectively analyzed eye-tracking-overlaid multiple-point-of-view recordings of their construction activity. Drawing on Goodwin's Co-Operative Action theory, the researchers then qualitatively micro-analyzed the PSMTs' individual and interactive multimodal behaviors in both activities. The technology enabled the PSMTs to highlight, code, and elaborate on nuanced aspects of individuals’ perceptual and social behaviors during the construction activity. These insights led to a spontaneous generalization of pedagogical implications for their own prospective facilitation of classroom group work. Supplementing PSMTs' video-based reflection on their own activity with multiple-point-of-view gaze data from their mobile eye trackers enriches the PSMTs’ microgenetic analysis of their own collaborative multimodal learning process, in turn potentially leading more generally to pedagogical inferences for their own prospective professional practice. • Comparing POV eye-tracking videos aids teachers' reflection on teaching. • Gaze-overlaid video reveals cognitive and social group task dynamics. • Eye-tracking analysis helps math teachers shift views from learner to practitioner. • Mobile eye-tracking shows potential for supporting professional vision development. • Developing teachers' professional vision blends expert noticing with learners' view.

Dados da obra

Tipo
Artigo
Periódico
Learning and Instruction, v. 102, p. 102272
Editora
Elsevier BV
Ano
2025 (2025-11-26)
Idioma
en
Palavras-chave
multimodal learning analytics; eye tracking; pre-service mathematics teachers; teacher professional development; reflective practice; collaborative construction; microgenetic analysis; group work; professional vision; mobile eye tracking
Temas
Formação de Professores de Matemática
DOI
10.1016/j.learninstruc.2025.102272
ISSN
0959-4752, 1873-3263
Licença
cc-by-nc-nd
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
PALATNIK, Alik; LOMOS, Cătălina; ABRAHAMSON, Dor. In their hands: Multimodal learning analytics as reflective-practice resources empowering mathematics teachers’ professional development. Learning and Instruction, v. 102, p. 102272, 2025. DOI: https://doi.org/10.1016/j.learninstruc.2025.102272.

APA

Palatnik, A., Lomos, C., & Abrahamson, D. (2025). In their hands: Multimodal learning analytics as reflective-practice resources empowering mathematics teachers’ professional development. Learning and Instruction, 102, 102272. https://doi.org/10.1016/j.learninstruc.2025.102272

BibTeX
@article{palatnik2025,
  author = {Palatnik, Alik and Lomos, Cătălina and Abrahamson, Dor},
  title = {In their hands: Multimodal learning analytics as reflective-practice resources empowering mathematics teachers’ professional development},
  year = {2025},
  journal = {Learning and Instruction},
  volume = {102},
  pages = {102272},
  publisher = {Elsevier BV},
  doi = {10.1016/j.learninstruc.2025.102272},
  language = {en}
}
RIS
TY  - JOUR
AU  - Palatnik, Alik
AU  - Lomos, Cătălina
AU  - Abrahamson, Dor
TI  - In their hands: Multimodal learning analytics as reflective-practice resources empowering mathematics teachers’ professional development
PY  - 2025
JO  - Learning and Instruction
VL  - 102
SP  - 102272
DO  - 10.1016/j.learninstruc.2025.102272
LA  - en
ER  -

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

Obras relacionadas

Obras do acervo corrente com mais temas em comum.

Acessibilidade

As escolhas valem em todas as páginas internas e ficam só neste navegador. Atalho: tecla de acesso 5.

Perfis rápidos

Ajustes

Sobre a acessibilidade do Portal