Students’ visual attention during teacher’s talk as a predictor of mathematical achievement: a cautionary tale

IF 1.6 Q2 PSYCHOLOGY, MULTIDISCIPLINARY

Cogent Psychology Pub Date : 2023-05-10 DOI:10.1080/23311908.2023.2210947

Danyal Farsani, G. Oates

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Abstract

Abstract This paper reports on a study conducted in a primary school in Santiago, Chile, where a sample of 18 randomly selected first-grade students wore a mini video camera mounted on eyeglasses in their mathematics’ lessons. Using Google Images, we identified frames from the recordings where the classroom teacher appeared in the students’ visual field. The results show that low and high achieving students differed in paying visual attention in their mathematics lessons, particularly when the teachers’ discourse was accompanied by gestures. Furthermore, high and low achieving students were visually engaged with teachers’ instructional information in different ways, and at different times throughout the 90 minutes of the lesson. The findings of this study allow us to understand and explore whether students’ mathematical achievement might be explained by examining students’ visual attention in teacher-student interactions at the beginning of the year. The findings of this study have particular importance for the early identification of lower achievers in mathematics at an early stage, and hence allow us to plan effective interventions to support these students.

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教师讲课时学生的视觉注意力作为数学成绩的预测指标:一个警示性的故事

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来源期刊

Cogent Psychology PSYCHOLOGY, MULTIDISCIPLINARY-

CiteScore

2.90

自引率

0.00%

发文量

审稿时长

12 weeks

期刊介绍： One of the largest multidisciplinary open access journals serving the psychology community, Cogent Psychology provides a home for scientifically sound peer-reviewed research. Part of Taylor & Francis / Routledge, the journal provides authors with fast peer review and publication and, through open access publishing, endeavours to help authors share their knowledge with the world. Cogent Psychology particularly encourages interdisciplinary studies and also accepts replication studies and negative results. Cogent Psychology covers a broad range of topics and welcomes submissions in all areas of psychology, ranging from social psychology to neuroscience, and everything in between. Led by Editor-in-Chief Professor Peter Walla of Webster Private University, Austria, and supported by an expert editorial team from institutions across the globe, Cogent Psychology provides our authors with comprehensive and quality peer review. Rather than accepting manuscripts based on their level of importance or impact, editors assess manuscripts objectively, accepting valid, scientific research with sound rigorous methodology. Article-level metrics let the research speak for itself.