Exploring teachers’ eye-tracking data and professional noticing when viewing a 360 video of elementary mathematics

Abstract Research incorporating either eye-tracking technology or immersive technology (virtual reality and 360 video) into studying teachers’ professional noticing is recent. Yet, such technologies allow a better understanding of the embodied nature of professional noticing. Thus, the goal of the current study is to examine how teachers’ eye-gaze in immersive representations of practice correspond to their attending to children’s mathematics. Using a mixed methods approach, we incorporated eye-tracking technology embedded within a virtual reality environment to compare novice and expert teachers’ gaze duration with quality of professional noticing. Findings and results both corroborate and extend previous research evidence about important differences in professional noticing between expert and novice teachers. Specifically, the amount of experience, and thus familiarity, teachers have with being in a classroom may affect their physical movement in both real and virtual representations of practice. Additionally, findings and results emphasize the importance of teachers’ visual focus on students’ doing of mathematics across the classroom.