Given the recent development of mobile gaze-tracking devices it has become possible to view and interpret what the student sees and unravel the associated problem-solving processes further. It has also become possible to pinpoint joint attention occurrences that are fundamental for learning. In this study, we examined joint attention in collaborative mathematical problem solving. We studied the thought processes of four 15–16-year-old students in their regular classroom, using mobile gaze tracking, video and audio recordings, and smartpens. The four students worked as a group to find the shortest path to connect the vertices of a square. Combining information on the student gaze targets with a qualitative interpretation of the context, we identified the occurrences of joint attention, out of which 49 were joint visual attention occurrences and 28 were attention to different representations of the same mathematical idea. We call this joint representational attention. We discovered that ‘verifying’ (43%) and ‘watching and listening’ (35%) were the most common phases during joint attention. The most frequently occurring problem solving phases right after joint attention were also ‘verifying’ (47%) and ‘watching and listening’ (34%). We detected phase cycles commonly found in individual problem-solving processes (‘planning and exploring’, ‘implementing’, and ‘verifying’) outside of joint attention. We also detected phase shifts between ‘verifying’, ‘watching and listening’, and ‘understanding’ a problem, often occurring during joint attention. Therefore, these phases can be seen as a signal of successful interaction and the promotion of collaboration.

鉴于移动视线跟踪设备的最新发展，可以查看和解释学生所看到的内容并进一步解开相关的问题解决过程。还可以查明对学习至关重要的共同注意事件。在这项研究中，我们研究了协作数学问题解决中的联合注意力。我们使用移动视线跟踪、视频和音频记录以及智能笔研究了四名 15 至 16 岁学生在常规课堂上的思维过程。四名学生组成一个小组，寻找连接正方形顶点的最短路径。将学生注视目标的信息与上下文的定性解释相结合，我们确定了共同注意的发生，其中 49 次是联合视觉注意事件，28 次是对同一数学思想的不同表示的注意。我们称之为联合代表性注意。我们发现“验证”(43%) 和“观察和聆听”(35%) 是共同注意过程中最常见的阶段。在共同关注之后最常出现的问题解决阶段也是“验证”（47%）和“观察和倾听”（34%）。我们检测到在共同注意之外的个人问题解决过程（“计划和探索”、“实施”和“验证”）中常见的阶段循环。我们还检测到“验证”、“观察和聆听”和“理解”问题之间的相移，这通常发生在共同注意期间。所以，