In Their Hands: Multimodal Learning Analytics as Reflective-practice Resources Empowering Mathematics Teachers’ Professional Development
Description
This data is linked to the manuscript titled "In their hands: Multimodal learning analytics as reflective-practice resources empowering mathematics teachers’ professional development " for consideration for publication in the Learning and Instruction. This manuscript presents a study that develops and evaluates innovative approaches to supporting teacher education by leveraging multimodal data. Specifically, it utilizes eye-tracking overlaid on multiple-point-of-view videos as a resource to deepen teachers' 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.
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The data presents a geometry task in which PSMTs collaboratively constructed a body-scale polyhedron using physical materials. Constructing an icosahedron (20 faces, 30 edges, 12 vertices) requires participants to engage in co-operative action, coordinate multiple perspectives, reason about spatial relationships, and constantly keep track of geometric properties of the emerging structure. These processes align with the cognitive skills essential for teaching mathematics, such as visualizing geometric properties, understanding structural dependencies, and reasoning through decomposition and synthesis of shapes. In addition, the task naturally led to spontaneous peer scaffolding, perspective-taking, and multimodal utterances as a means of knowledge negotiation and role-switching pertinent to dynamic cooperative action. We used The Observer XT software (Noldus) to manually code the raw ET data as a recording of the ET camera with the overlaid moving red circle indicating the fixation point for Tim and Aya. We developed a coding scheme based on predefined Areas of Interest (AOIs) based on our previous studies of the construction activity and refined iteratively through complementary analytical procedures described in the article. If the gaze was directed at a participant or the hands of others, this was also coded. For each AOI, we coded the duration of gaze and fixations.
Institutions
- Hebrew University of Jerusalem