Teachers’ Scaffolding Behavior and Visual Perception During Cooperative Learning

Abstract Teacher scaffolding is crucial to promote students’ cooperative learning processes, but little known about the cognitive attention underlying teachers’ behavior. This study aims investigate behavior teachers exhibit while intervening in and explore relation between visual perception when applying supportive strategies. Four secondary China were studied during mathematics lessons using eye-tracking glasses complemented by an additional classroom camera with interviews. The results show that applied strategies very often, followed usage of diagnostic Furthermore, they more concerned aspects processes than social aspects. significantly related fixation patterns scaffolding. Detailed analysis suggests (1) diagnosed understanding mainly observing material or scan pattern; (2) a performance strategy, paid both students their material; (3) regulating most scanned quickly; (4) generally focused on materials provide interaction-related help facial expressions. Additionally, points out skills behaviors class activities may be influenced task being performed, teaching experience, beliefs.