Eye-tracking methodology in mathematics education research: A systematic literature review

Abstract

Eye tracking is an increasingly popular method in mathematics education. While the technology has greatly evolved in recent years, there is a debate about the specific benefits that eye tracking offers and about the kinds of insights it may allow. The aim of this review is to contribute to this discussion by providing a comprehensive overview of the use of eye tracking in mathematics education research. We reviewed 161 eye-tracking studies published between 1921 and 2018 to assess what domains and topics were addressed, how the method was used, and how eye movements were related to mathematical thinking and learning. The results show that most studies were in the domain of numbers and arithmetic, but that a large variety of other areas of mathematics education research was investigated as well. We identify a need to report more methodological details in eye-tracking studies and to be more critical about how to gather, analyze, and interpret eye-tracking data. In conclusion, eye tracking seemed particularly beneficial for studying processes rather than outcomes, for revealing mental representations, and for assessing subconscious aspects of mathematical thinking.

Student’s Perspective and Teachers’ Metacognition: Applications of Eye-Tracking in Education and Scientific Research in Schools

“…So ET videos provided an experience in which teachers could reflect on these different demands to help students overcome their difficulties. Many studies suggest eye movements analysis benefit a closer look at the aspects underlying the learning experiences and mathematical difficulties (Andra et al, 2009;Molina et al, 2018;Schindler and Lilienthal, 2018;Beach and McConnel, 2019;Sprenger and Benz, 2020;Strohmaier et al, 2020). Similarly, all teachers said that ET would be helpful in schools as a teaching aid tool because it allows for a better understanding of children's attention patterns and the different reasoning strategies.…”

“…Indeed, metacognition is a process of a higher level of reflection, observation, and regulation about one's own learning (Flavell, 1979;Livingston, 2003). In addition, gaze patterns can inform about reading development and related impairments (Pavlidis, 1981;Eden et al, 1994;Rayner, 1998;Benfatto et al, 2016;Lukasova et al, 2016) and the development of numerical cognition and logico-mathematical skills (Schneider et al, 2008;Strohmaier et al, 2020).…”

Students’ collaborative creative process and its phases in mathematics: an explorative study using dual eye tracking and stimulated recall interviews

“…Eye tracking-the recording of eye movements-has gained increasing significance in mathematics education research in recent years (Andrá et al, 2015;. Since around 2014, the number of studies using eye tracking in mathematics education has increased (Schindler, 2021) with the studies covering a variety of topics, including different mathematical content domains such as arithmetic, algebra, functions, geometry, statistics and probability, as well as different mathematical processes such as reasoning, problem solving, and modelling (see Schindler, 2021;Strohmaier et al, 2020). Eye tracking allows for a recording of spatio-temporal sequences of gaze points that indicate visual attention.…”

La técnica de seguimiento ocular y el estudio de modelos tácitos mediante criterios subjetivos y conductuales

“…Notemos que los métodos de seguimiento ocular asumen que el aprendizaje está relacionado, principalmente, con la percepción y el procesamiento de los estímulos del entorno. El sentido más importante que proporciona la mayor cantidad de información, es el sentido de la vista y por esto, el estudio de la actividad visual mediante la técnica del seguimiento ocular (eye-tracking), se ha convertido en un tema de interés durante los últimos años, para las investigaciones en educación matemática, que incorporan los avances de la neurociencia cognitiva (Strohmaier, MacKay, Obersteiner y Reiss, 2020).…”