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

Publikation: Beiträge in ZeitschriftenÜbersichtsarbeitenForschung

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Eye-tracking methodology in mathematics education research: A systematic literature review. / Strohmaier, Anselm R.; MacKay, Kelsey J.; Obersteiner, Andreas et al.
in: Educational Studies in Mathematics, Jahrgang 104, Nr. 2, 01.06.2020, S. 147-200.

Publikation: Beiträge in ZeitschriftenÜbersichtsarbeitenForschung

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Strohmaier AR, MacKay KJ, Obersteiner A, Reiss KM. Eye-tracking methodology in mathematics education research: A systematic literature review. Educational Studies in Mathematics. 2020 Jun 1;104(2):147-200. doi: 10.1007/s10649-020-09948-1

Bibtex

@article{c89c1f4bed1c4fda802ad1098d79b863,
title = "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.",
keywords = "Mathematics, cognitive processes, Eye movements, Eye tracking, Mathematics education, numerical cognition",
author = "Strohmaier, {Anselm R.} and MacKay, {Kelsey J.} and Andreas Obersteiner and Reiss, {Kristina M.}",
note = "Publisher Copyright: {\textcopyright} 2020, The Author(s).",
year = "2020",
month = jun,
day = "1",
doi = "10.1007/s10649-020-09948-1",
language = "English",
volume = "104",
pages = "147--200",
journal = "Educational Studies in Mathematics",
issn = "0013-1954",
publisher = "Springer Nature B.V.",
number = "2",

}

RIS

TY - JOUR

T1 - Eye-tracking methodology in mathematics education research

T2 - A systematic literature review

AU - Strohmaier, Anselm R.

AU - MacKay, Kelsey J.

AU - Obersteiner, Andreas

AU - Reiss, Kristina M.

N1 - Publisher Copyright: © 2020, The Author(s).

PY - 2020/6/1

Y1 - 2020/6/1

N2 - 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.

AB - 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.

KW - Mathematics

KW - cognitive processes

KW - Eye movements

KW - Eye tracking

KW - Mathematics education

KW - numerical cognition

UR - http://www.scopus.com/inward/record.url?scp=85085133690&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/2004c698-c4c1-3a5b-b66e-d0d95878697e/

U2 - 10.1007/s10649-020-09948-1

DO - 10.1007/s10649-020-09948-1

M3 - Scientific review articles

VL - 104

SP - 147

EP - 200

JO - Educational Studies in Mathematics

JF - Educational Studies in Mathematics

SN - 0013-1954

IS - 2

ER -

DOI