Teacher immediacy and learning mathematics: Effects on students with divergent mathematical aptitudes

McCluskey, Ryan; Dwyer, Jerry; Sherrod, Sonya E.

doi:10.1080/19477503.2016.1245047

Cited by 5 publications

(9 citation statements)

References 41 publications

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“…While TPSE scores negatively influence teacher immediacy, a significant relationship was found between GPA and TPSE scores. Also, a strong relationship between immediacy and perceived mathematical cognitive learning was identified in research conducted by McCluskey et al (2017) and Mullane (2014). Another research found that 50% genetic, 30% teacher related factors, and 20% other factors account for students’ achievement.…”

Section: Discussionmentioning

confidence: 89%

Teachers’ Immediacy Behaviors and Academic Achievement: A Relational Analysis

ÖZDAŞ>

2022

SAGE Open

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This study investigated the associations between teachers’ immediacy behaviors, high school students’ academic achievement, and several demographic variables including gender, school type, class level, and the transition from primary to secondary education examination (TPSE) scores. A mixed methods research design was employed involving surveys and interviews. The survey was administered to 340 high school students attending 11 state schools in the Southeastern Region of Turkey. Interviews were conducted with 60 students attending the same schools. Findings of the research indicated (1) a moderate, positive, and significant relationship between students’ academic achievement and their TPSE scores; (2) a low, positive, and significant relationship between their academic achievement and teachers’ immediacy behaviors; and (3) a low, negative, and significant relationship between the students’ TPSE scores and teachers’ immediacy behaviors. Findings point to the importance of a holistic investigation of the factors associated with achievement at high school and the specific role played by teachers’ immediacy behaviors.

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Section: Discussionmentioning

confidence: 89%

Teachers’ Immediacy Behaviors and Academic Achievement: A Relational Analysis

ÖZDAŞ>

2022

SAGE Open

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“…Teacher immediacy influences student motivation, which, in turn, results in increased positive affect towards the teacher and the content studied (Christophel, 1990;Frymier, 1994;McCroskey et al, 1995;Richmond, 1990). Moreover, in the context of studying mathematics, teachers' nonverbal immediacy behaviors increase students' positive affect towards the subject and their perceived learning (McCluskey et al, 2017). Thus, in the scope of our study, teacher presence is the realization of teacher immediacy behaviors, such as teacher gaze.…”

Section: Teacher Presence Is Important For Classroom Climatementioning

confidence: 91%

Students in sight: Using mobile eye-tracking to investigate mathematics teachers’ gaze behaviour during task instruction-giving

Määttä

McIntyre

Palomäki

et al. 2021

FLR

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Mobile eye-tracking research has provided evidence both on teachers' visual attention in relation to their intentions and on teachers’ student-centred gaze patterns. However, the importance of a teacher’s eye-movements when giving instructions is unexplored. In this study we used mobile eye-tracking to investigate six teachers’ gaze patterns when they are giving task instructions for a geometry problem in four different phases of a mathematical problem-solving lesson. We analysed the teachers’ eye-tracking data, their verbal data, and classroom video recordings. Our paper brings forth a novel interpretative lens for teacher’s pedagogical intentions communicated by gaze during teacher-led moments such as when introducing new tasks, reorganizing the social structures of students for collaboration, and lesson wrap-ups. A change in the students’ task changes teachers’ gaze patterns, which may indicate a change in teacher’s pedagogical intention. We found that teachers gazed at students throughout the lesson, whereas teachers’ focus was at task-related targets during collaborative instruction-giving more than during the introductory and reflective task instructions. Hence, we suggest two previously not detected gaze types: contextualizing gaze for task readiness and collaborative gaze for task focus to contribute to the present discussion on teacher gaze

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“…Teachers' eye contacts, together with their open body positions, create a positive atmosphere that encourages students into participation and interaction (Roberts and Friedman 2013). Teachers' behaviors of nonverbal communion, such as eye contacts (Andersen et al 1979;Mehrabian 1972), as well as students' perceptions of their teacher's interest in them, correlate positively with learning and engagement in mathematics (Ellis 2000;McCluskey et al 2017). In our recent case study, the teacher directed visual attention at student faces during the problem-solving process while scaffolding affectivelearning goals (Haataja et al 2019a).…”

Section: Communion In Teacher-student Eye Contactsmentioning

confidence: 92%

The Relation Between Teacher-Student Eye Contact and Teachers’ Interpersonal Behavior During Group Work: a Multiple-Person Gaze-Tracking Case Study in Secondary Mathematics Education

et al. 2020

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Reciprocal eye contact is a significant part of human interaction, but its role in classroom interaction has remained unexplored, mostly due to methodological issues. A novel approach in educational science, multiple-person mobile gaze-tracking, allows us to gather data on these momentary processes of nonverbal interaction. The current mixedmethod case study investigates the role of teacher-student eye contact in interpersonal classroom interaction using this methodological approach from three mathematics lessons. We combined gaze-tracking data with classroom videos, which we analyzed with continuous coding of teachers' interpersonal behavior. Our results show that teacher communion and agency affect the frequency and durations of teachers and students' gazes at each other. Students tend to gaze their teachers more during high teacher communion and low agency, but qualitative and quantitative differences between the teachers and their classes emerged as well. To conclude, the formation of eye contacts is situational and affected by momentary interpersonal changes as well as the qualities of teacher-student interactions.

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Teacher immediacy and learning mathematics: Effects on students with divergent mathematical aptitudes

Cited by 5 publications

References 41 publications

Teachers’ Immediacy Behaviors and Academic Achievement: A Relational Analysis

Teachers’ Immediacy Behaviors and Academic Achievement: A Relational Analysis

Students in sight: Using mobile eye-tracking to investigate mathematics teachers’ gaze behaviour during task instruction-giving

The Relation Between Teacher-Student Eye Contact and Teachers’ Interpersonal Behavior During Group Work: a Multiple-Person Gaze-Tracking Case Study in Secondary Mathematics Education

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