Multimodal joint attention to mathematical objects through a dual eye-tracking lens: looking, talking, and gesturing together

While student-teacher multimodal discourse is a popular object of studies in mathematics education, a modality of joint attention is either considered visual or not mentioned. In a case study, we question how a student comes to attend the target for solving mathematical problem relations. The analysis of multimodal joint attention dynamics during scaffolding reveals that two participants coordinate an increasing number of modalities till the student manages to notice the target relations and solve the problem. Further, the number of modalities decreases and the student and tutor can jointly attend to a similar problem's solution based
only on verbal exchange. We draw attention to the benefits that dual eye-tracking can provide to the traditional videography in the analysis of multimodal interaction and the benefits of analyzing videos and sounds additionally to eye-movements.