ИСТИНА

Vygotsky stresses the importance of collaboration between a child and an adult for cultural development. The detailed analysis of the interaction between a student and a tutor, while they are engaged with embodied computer-based mathematical task discloses the micro-mechanisms by which the cultural meaning emerge in the student’s consciousness. In this research, we analyzed the student –tutor collaboration on the embodied task on parabola definition by means of dual eye-tracking. The period of strong synchronous coordination between sensory-motor systems of the participants was superseded by dis-coordination of the students’ and the tutors’ perceptual strategies. At this stage, the tutors’ eye-movements evidenced the attentional anchors of enculturated mathematical perception earlier than these attentional anchors emerged in the students’ perception. We assume that this dis-coordination suited the purpose of tracking the efficiency of the students’ embodied activity in order to distinguish the right moment for a teaching intervention. The research exemplifies how dual eye-tracking methodology may enhance microanalysis of student-tutor collaboration and may reveal new insights about teacher’s tactics.