One-step ‘change’ and ‘compare’ word problems: Focusing on eye-movements
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| Natura: | Artículo científico |
| Lingua: | en |
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Universidad de Almería
2015
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| _version_ | 1876441848433606656 |
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| author | Andreas Moutsios-Rentzos |
| author_facet | Andreas Moutsios-Rentzos |
| contents | One-step ‘change’ and ‘compare’ word problems: Focusing on eye-movements Andreas Moutsios-Rentzos Panagiotis J. Stamatis Psicología eye eye non non movements Introduction. In this study, we focus on the relationship between the students’ mathematicalthinking and their non-mechanically identified eye-movements with the purpose to gaindeeper understanding about the students’ reasoning processes and to investigate the feasibilityof incorporating eye-movement information in everyday pedagogy.Method. This is a quantitative study. Thirty-eight (N=38) Grade 1 (6 years old) students wereverbally presented with six word arithmetic problem: three problems of ‘change’ and threeproblems of ‘comparison’. The problems were chosen to be within the students’ mathematicalabilities.Results. The findings of this study appeared to validate the non-mechanical data collectiontechnique. Furthermore, differentiations were found in the students’ rightwards eyemovements(suggesting the activity of the left hemisphere) and the eye-movements spread(suggesting the activity of both hemispheres) in line with the literature. The more challengingproblems were found to be linked with a wider spread of eye-movements and to be more timeconsuming. Moreover, though boys appeared to be faster than the girls in the easier tasks, nostatistical differences were found in the more challenging tasks.Discussion. The adopted ‘softer’ technique was sensitive enough to be in accordance with theexisting literature and at the same time helped in gaining deeper understanding in the students’reasoning about ‘change’ and ‘compare’ problems. For example, the reported genderdifferences –in line with broader research evidence from education and neurophysiology– arehypothesised to indicate of qualitatively different thinking processes involved, which may berelated to different gender-related thinking dispositions. Consequently, it is posited that theadopted technique was is in line with the relevant research evidence, offering at the same timeinsight in the complex processes involved, thus allowing for further research to be conductedin order to investigate the pedagogical benefits of the incorporation of such ‘softer ‘eyemovementidentification techniques in everyday pedagogical practices. 2015 artículo científico 1696-2095 https://www.redalyc.org/articulo.oa?id=293142880004 en http://www.redalyc.org/revista.oa?id=2931 Electronic Journal of Research in Educational Psychology application/pdf Universidad de Almería Electronic Journal of Research in Educational Psychology (España) Num.3 Vol.13 |
| format | Artículo científico |
| id | redalyc_293142880004 |
| institution | Redalyc |
| language | en |
| publishDate | 2015 |
| publisher | Universidad de Almería |
| spellingShingle | One-step ‘change’ and ‘compare’ word problems: Focusing on eye-movements Andreas Moutsios-Rentzos Psicología eye eye non non movements One-step ‘change’ and ‘compare’ word problems: Focusing on eye-movements Andreas Moutsios-Rentzos Panagiotis J. Stamatis Psicología eye eye non non movements Introduction. In this study, we focus on the relationship between the students’ mathematicalthinking and their non-mechanically identified eye-movements with the purpose to gaindeeper understanding about the students’ reasoning processes and to investigate the feasibilityof incorporating eye-movement information in everyday pedagogy.Method. This is a quantitative study. Thirty-eight (N=38) Grade 1 (6 years old) students wereverbally presented with six word arithmetic problem: three problems of ‘change’ and threeproblems of ‘comparison’. The problems were chosen to be within the students’ mathematicalabilities.Results. The findings of this study appeared to validate the non-mechanical data collectiontechnique. Furthermore, differentiations were found in the students’ rightwards eyemovements(suggesting the activity of the left hemisphere) and the eye-movements spread(suggesting the activity of both hemispheres) in line with the literature. The more challengingproblems were found to be linked with a wider spread of eye-movements and to be more timeconsuming. Moreover, though boys appeared to be faster than the girls in the easier tasks, nostatistical differences were found in the more challenging tasks.Discussion. The adopted ‘softer’ technique was sensitive enough to be in accordance with theexisting literature and at the same time helped in gaining deeper understanding in the students’reasoning about ‘change’ and ‘compare’ problems. For example, the reported genderdifferences –in line with broader research evidence from education and neurophysiology– arehypothesised to indicate of qualitatively different thinking processes involved, which may berelated to different gender-related thinking dispositions. Consequently, it is posited that theadopted technique was is in line with the relevant research evidence, offering at the same timeinsight in the complex processes involved, thus allowing for further research to be conductedin order to investigate the pedagogical benefits of the incorporation of such ‘softer ‘eyemovementidentification techniques in everyday pedagogical practices. 2015 artículo científico 1696-2095 https://www.redalyc.org/articulo.oa?id=293142880004 en http://www.redalyc.org/revista.oa?id=2931 Electronic Journal of Research in Educational Psychology application/pdf Universidad de Almería Electronic Journal of Research in Educational Psychology (España) Num.3 Vol.13 |
| title | One-step ‘change’ and ‘compare’ word problems: Focusing on eye-movements |
| topic | Psicología eye eye non non movements |
| url | https://www.redalyc.org/articulo.oa?id=293142880004 |