In H. Krzywacki, M. Hähkiöniemi, E. Haataja, M. Hannula, & P. Hästö (Eds.), Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: Research Reports (pp. 1571–1578). PME.
ABSTRACT: ‘Heteroperception’ is a socio-cognitive phenomenon where participants in a joint activity perceive shared resources differently. Rather than viewing such divergence as disruptive, we consider advantages of heteroperception for problem solving by investigating how 3 prospective math teachers co-construct a body-scale icosahedron. Data include multi-person mobile eye-tracking (MET) and synchronized MET-overlaid point-of-view videos. Across 3 microgenetic episodes, we trace a recurring triadic progression of heteroperception: implicit, explicit, resolved. We show how divergent perceptual foci coalesce discursively, tacitly negotiated through situated operations, to formulate actionable construction solutions. Heteroperception is not a bug but a feature, which teachers should anticipate, foster, valorise, and mediate.