For too long, problem solving has been studied as a solitary and isolated activity where individuals make progress based on personal resources acquired from knowledge, previous experiences or moments of illumination; however, in society, and indeed amongst mathematicians, problem solving can be highly collaborative and occurs in spaces where external resources (technology, the internet, social connections etc.) are abundant. In this paper, we present research into what problem solving looks like in classrooms when it is done collaboratively with access to resources that go beyond the knowledge and past experiences of the individual and even the group. Results indicate that in such choice-affluent environments, students will seek out new resources either when their collective or individual resources run low and will do so either by looking or discussing with others. This manuscript also offers a new methodological tool in the form of, what we call, gaze-dialogue transcripts for documenting such resource acquisition.

长期以来，解决问题一直是一项孤立的孤立活动，人们根据从知识，以前的经验或光照时刻获得的个人资源来取得进步。但是，在社会中，实际上在数学家当中，问题解决可以高度协作，并且发生在外部资源（技术，互联网，社会关系等）丰富的空间中。在本文中，我们将研究解决问题的方法，这种解决方案是在课堂上通过访问超出个人乃至团队知识和过去经验的资源而协作完成的。结果表明，在这种选择丰富的环境中，当他们的集体或个人资源用尽时，学生将寻找新的资源，并将通过与他人讨论或讨论来寻找新资源。该手稿还以注视对话记录的形式提供了一种新的方法论工具，用于记录此类资源的获取。