solving Markku S Hannula Faculty of Education University of Helsinki Finland with Anu Laine Eeva Haataja Enrique García MorenoEsteva Miika Toivanen Visajaani Salonen amp Jessica SalminenSaari Phuoc Tran University of Helsinki Nora McIntyre ID: 793627
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Slide1
mathtrack:Mobile gaze tracking for the study of attention and emotion in collaborative mathematical problem solving
Markku S. Hannula
Faculty of Education
, University of Helsinki, Finland
with
Anu Laine, Eeva Haataja, Enrique
García
Moreno-Esteva, Miika Toivanen, Visajaani Salonen & Jessica Salminen-Saari, Phuoc Tran (University of Helsinki), Nora McIntyre (
Scheffied
) David
Clarke, Man Ching Esther Chan & Gaye Williams (University of Melbourne
)
Slide2Affect as a research domainGaze tracking as a method
MathTrack
project
30.1.2019
2
Käyttäytymistieteellinen tiedekunta / Henkilön nimi / Esityksen nimi
Structure
of
the
presentation
Slide3Emotions in the regulation of problem solving behaviourBeliefs about mathematics explaining learning behaviour
Identity and choices (e.g. career decisions)
Anxiety and the mechanisms how it hinders learningEnjoyment and flow as optimal learning mode
Boredom and its consequences
The mechanisms of affective regulation are largely non-conscious and inaccessible to introspection or observation
Affective
processes
in school take place in a social context where different social processes interactHow to dig deeper?
mathematics
and affect
Slide4History pre 1990s (McLeod, 1992)Behaviorism neglected affect as ”imaginary constructs”Social psychology measured attitudesLarge number of quantitative studies
Differences between countries
Decline in affect over school years
Gender differencesLack of a theoretical frameworkConfusing , ambiguous terminologyLocal theories (e.g. Self-efficacy, mathematics anxiety, attribution theories, aesthetics)
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Markku Hannula
Slide5New trends in 1990’s (McLeod, 1992)Cognitive science avoided affect to avoid complexity”affective and cognitive domains are intimately linked.”
E.g. Metacognition and affect (interest, confidence)
Cognitive psychology emphasizes theoretical issues, qualitative methods, beliefs and emotion
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Markku Hannula
Slide6Elements of affect
Slide7Main criticismsAmbiguous terminology / DefinitionsConceptual frameworkSocial turn
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Markku Hannula ,Joensuu
Slide8Social turn in ME (Lerman 2000)Theories on affect focussed on the individual
Cobb & Yakel: beliefs – norms (extension)
Identity (ICME 2004,
Sfard & Prusak, etc.)
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Markku Hannula
Slide9A new (meta)theoretical foundation (Hannula 2011, 2012)
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Markku Hannula
Slide10State and trait aspects of the elements
Cognition
Motivation
Emotion
State
Thoughts in mind
Active goals
Emotional state
Trait (memory)
Concepts, facts, scripts, etc.
Needs, values, desires
Emotional disopositions (attitude)
Slide11How about the social turn and the embodied cognition?
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Markku Hannula
Slide12Is affectIndividual or Social?
Generated by individual experiences
Characteristics of the individual
Psychological theories
In-depth interviews
Constructed socially
Emerging in shared social scenarios
Social theoriesObserving situated behaviour
Slide13Affect isIndividual and Social !
Generated by individual experiences
Characteristics of the individual
Psychological theories
In-depth interviews
Constructed socially
Emerging in shared social scenarios
Social theoriesObserving situated behaviour
Slide14Three readouts of emotion (Buck, 1999)
Readout target
Readout function
Accessibility
Learning
I Autonomic/
endocrine/ immune
system respondingAdaptation/ homeostasisNot accessiblePhysiological adaptationII Expressive behaviour
Communication/ social coordination
Accessible to others (and self)
Social development
III Subjective experience
Self-regulation
Accessible to self
Cognitive development
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Markku Hannula
Slide15Metatheory for affect (Hannula, 2012)
30.1.2019
Faculty of Educational Sciences / Markku S. Hannula
Cognition
Motivation
Emotion
State
Trait
15
Slide1630.1.2019
Faculty of Educational Sciences / Markku S. Hannula
Cognition
Motivation
Emotion
State
Trait
16
Slide1730.1.2019
Faculty of Educational Sciences / Markku S. Hannula
Cognition
Motivation
Emotion
State
Trait
17
Slide1830.1.2019
Faculty of Educational Sciences / Markku S. Hannula
Cognition
Motivation
Emotion
State
Trait
18
Slide1930.1.2019
Faculty of Educational Sciences / Markku S. Hannula
Cognition
Motivation Emotion
State
Trait
19
Slide2030.1.2019
Faculty of Educational Sciences / Markku S. Hannula
Cognition
Motivation
Emotion
State
Trait
Embodied
Psychological
Social
20
Slide2130.1.2019
Faculty of Educational Sciences / Markku S. Hannula
Cognition
Motivation
Emotion
State
Trait
Embodied
Psychological
21
Socia
l
Slide2230.1.2019
Faculty of Educational Sciences / Markku S. Hannula
Cognition
Motivation
Emotion
State
Trait
Embodied
Psychological
22
Socia
l
Slide23The other angle to affect
P
hysiological
P
sychological
Social
Affect as a
state
Neural activation, physiological adaptation
.
Feelings, emotions, thoughts, meanings, goals
Social interaction, communication, classroom ‘weather’
Affect as a
trait
Brain structure, neural connections, temperament
Attitudes, values, beliefs, motivational orientations
Norms, social structures, classroom climate
Slide24Social dynamics of affect
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Markku Hannula
Slide25BUILDING THINKING CLASSROOM
Liljedahl, P. (2016).
Building thinking classrooms: Conditions for problem solving
. In P.
Felmer
, J. Kilpatrick, & E. Pehkonen
(eds.), Posing and Solving Mathematical Problems: Advances and New Perspectives. (pp. 361-386). New York, NY: Springer. Liljedahl, P. (2014). The affordances of using visibly random groups in a mathematics classroom. In Y. Li, E. Silver, & S. Li (eds.), Transforming Mathematics Instruction: Multiple Approaches and Practices. (pp. 127-144). New York, NY: Springer.
Slide26Collaborative problem solving
… is
central in
modern education
… can be studied
using mobile gaze
trackers
… is interesting beyond the immediate educational context30/01/2019MAVI 24 Markku S. Hannula26
Slide27Four-year project 2016-2020Funded by Academy of Finland
30.1.2019
27
MathTrack
Slide28Why visual attentionAffective communication consists of more than just words; facial expressions, gestures, glances, body movement and prosody are also important aspects of it.This
multimodality
of the communication raises a question regarding the student’s attention to the different channels used.
Slide29Eye trackingEye tracking (or gaze tracking) has been used to study visual attention mostly
in laboratory settings
lone individuals
with a focus
on cognition
BUT:
Learning is contextual, affective, and social!
Slide30mobile gaze tracker (Hardware)30/01/2019
30
MAVI 24 Markku S. Hannula
The teacher and four students
wear a mobile gaze tracking device
Frame
equipped with mini cameras which produce a video scene and keep track of the
gaze direction.The gaze tracking glasses are connected with three cords to a laptop carried in a backpack.The glass frame is 3D-printed, all components are standard off-the-shelf, and the instructions and software are publishedDo it yourself!Toivanen, M., Lukander, K., & Puolamäki, K. (2017). Probabilistic Approach to Robust Wearable Gaze Tracking. Journal of Eye Movement Research, 10(4), [2]. DOI: 10.16910/jemr.10.4.2
Slide31Mobile GT softwareThe direction of gaze is software-calculated, producing a mark on the video
scene.
The gaze location is computed as the recording takes place.
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MAVI 24 Markku S. Hannula
31
Slide32Teacher and four students wear gaze-tracking glassesStudents work collaboratively on a mathematical problemSame task across groupsSame structure (alone – with a friend – group of four – whole class)
Scripted teacher scaffolding (no hints, just encouragement and clarifying questions)
Stimulated recall interviews after the lesson
Methods – Main study:
research design
Slide33Data: synchronized videos + stimulated
recall
interviews + questionnaire
Slide34Gaze as a measure
of
collaboration (and engagement
)Garcia Moreno-Esteva et al. (In preparation)
Slide35Gaze synchronyIndication
of
group
cohesionEye
contact (Eeva’s MAVI paper
) or other
attention
to peersCommunication, cohesionReactions to facial expressions and other expressions of affectReactivity to other’s, emotional contagionPotential approaches to study the dynamic group level affect
Slide36Hannula, M. S. (2004a). Affect in mathematical thinking and learning.
Turku, Finland:
Annales
universitatis
Turkuensis B 273.
Hannula, M. S. (2004b.
Regulating motivation in mathematics. A paper presented at the Topic Study Group 24 of ICME-10 conference. Retrieved September 15
th 2005 at http://www.icme-organisers.dk/tsg24/Documents/Hannula.doc
Slide37Chapman, J. W.,
Tunmer
, W. E. &
Prochnow, J. E. (2000). Early reading-related skills and performance, reading self-concept and the development of academic self-concept: A longitudinal study. Journal of educational psychology 67, 145-152.
Damasio, A. R. (1994). Descartes Error: Emotion, Reason and the Human Brain
, New York: G.P. Putnam’s Sons
Hannula
, M.S., Maijala, H., & Pehkonen, E. (2004). Development of understanding and self-confidence in mathematics; grades 5-8. In M. J. Høines & A. B. Fuglestad (Eds.) Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education. Vol 3, pp. 17 – 24. Bergen University College.LeDoux, J. (1998). The Emotional Brain. Phoenix, Orion Books Ltd.Linnanmäki, K. (2002). Matematikprestationer och
självuppfattning
, en
uppföljninggsstudie
I relation till
skolspråk
och
kön
. [Mathematical proficiency and self-concept; a longitudinal study with an attention to language and gender]. Turku:
Åbo
Akademi
University Press.
Hannula
, M. S.,
Maijala
, H.,
Pehkonen
, E. &
Nurmi
, A. 2005. Gender comparisons of pupils’ self-confidence in mathematics learning.
Nordic Studies in Mathematics Education 10 (3-4), 29 – 42
Slide38McLeod, D.B. (1992). Research on affect in mathematics education: a
reconceptualization
. In
D.A.Grouws (Ed.)
Handbook of Research on Mathematics Learning and Teaching, pp. 575-596. New York: MacMillan.
Furinghetti, F., &
Pehkonen
, E. (2002). Rethinking characterizations of beliefs. In. G. C. Leder, E. Pehkonen & G. Törner (Eds.) Beliefs: A Hidden Variable in Mathematics Education, pp. 39 – 58. Dordrecht, The Netherlands: Kluwer.Boaler, J. (1997). Reclaiming school mathematics: The girls fight back. Gender and Education 9, 285-305.Yakel, E. & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education 27 (4), 458-477.
Slide39Buck, R. (1999). The Biological Affects: A Typology. Psychological Review 106
(2), 301-336.
Fennema, E. & Sherman, J.A. 1976.
Fennema-Sherman mathematics attitudes scales.JSAS Catalog of Selected Documents in Psychology, 6, 31 (Ms. No. 1225). Hart
, L. (1989). Describing the affective domain: saying what we mean. In McLeod, D. & Adams, V. (eds.) Affect and Mathematical Problem Solving, 37-45
.McLeod, D.B. (1992). Research on affect in mathematics education: a
reconceptualization
. In D.A.Grouws (Ed.) Handbook of Research on Mathematics Learning and Teaching, pp. 575-596. New York: MacMillan.
Slide40Lehman, B., D'Mello, S. K., and Person, N., (2008). All Alone with your Emotions: An
Analysis of
Student Emotions during Effortful Problem Solving Activities. Supplementary Proceedings
of the Workshop on Emotional and Cognitive issues in ITS (WECITS).Lerman, S. (2000). The social turn in mathematics education research. In J.
Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 19–44). Westport, CN: Ablex
.Martin, A.J. (2001) The Student Motivation Scale: a tool for measuring and enhancing motivation, Australian Journal of Guidance and
Counselling
11 (2001), pp. 1–20Meyer, D. K. & Turner, J. C. (2002). Discovering emotion in classroom motivation research. Educational Psychologist 37 (2), 107 – 114.
Slide41Rösken
,
Schoenfeld, A. H. (1985).
Mathematical Problem Solving
. San Diego: Academic Press.Goldin
, G. A. (2000). Affective pathways and representation in mathematical problem solving. Mathematical Thinking and Learning 2
(3), 209-219.Liljedahl, P. (2005). Sustained engagement: preservice teachers' experience with a chain of discovery. In Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education 17. – 21.2. 2005 in Sant Feliu de Guíxols, Spain. Retrieved 3.11.2005 at http://cerme4.crm.es/Papers%20definitius/2/wg2listofpapers.htm