Eye-tracking methodology in mathematics education research: A systematic literature review
Publikation: Beiträge in Zeitschriften › Übersichtsarbeiten › Forschung
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in: Educational Studies in Mathematics, Jahrgang 104, Nr. 2, 01.06.2020, S. 147-200.
Publikation: Beiträge in Zeitschriften › Übersichtsarbeiten › Forschung
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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 -