Eye gaze patterns reflect how young fraction learners approach numerical comparisons
Author(s) / Creator(s)
Miller Singley, Alison T.
Crawford, Jeffrey Lynn
Bunge, Silvia A.
Abstract / Description
Learning fractions is notoriously difficult, yet critically important to mathematical and general academic achievement. Eye-tracking studies are beginning to characterize the strategies that adults use when comparing fractions, but we know relatively little about the strategies used by children. We used eye-tracking to analyze how novice children and mathematically-proficient adults approached a well-studied fraction comparison paradigm. Specifically, eye-tracking can provide insights into the nature of differences: whether they are quantitative—reflecting differences in efficiency—or qualitative—reflecting a fundamentally different approach. We found that children who had acquired the basic fraction rules made more eye movements than did either adults or less proficient children, suggesting a thorough but inefficient problem solving approach. Additionally, correct responses were associated with normative gaze patterns, regardless of age or proficiency levels. However, children paid more attention to irrelevant numerical relationships on conditions that were conceptually difficult. An exploratory analysis points to the possibility that children on the verge of making a conceptual leap attend to the relevant relationships even when they respond incorrectly. These findings indicate the potential of eye-tracking methodology to better characterize the behavior associated with different levels of fraction proficiency, as well as to provide insights for educators regarding how to best support novices at different levels of conceptual development.
Keyword(s)
eye-tracking math fractions learning cognitive developmentPersistent Identifier
Date of first publication
2020-06-15
Journal title
Journal of Numerical Cognition
Volume
6
Issue
1
Page numbers
83–107
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Miller Singley, A. T., Crawford, J. L., & Bunge, S. A. (2020). Eye gaze patterns reflect how young fraction learners approach numerical comparisons. Journal of Numerical Cognition, 6(1), 83-107. https://doi.org/10.5964/jnc.v6i1.119
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jnc.v6i1.119.pdfAdobe PDF - 825.85KBMD5: 1e277b66124b871aae51850e98e836ac
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Author(s) / Creator(s)Miller Singley, Alison T.
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Author(s) / Creator(s)Crawford, Jeffrey Lynn
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Author(s) / Creator(s)Bunge, Silvia A.
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PsychArchives acquisition timestamp2022-04-14T11:21:42Z
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Made available on2022-04-14T11:21:42Z
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Date of first publication2020-06-15
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Abstract / DescriptionLearning fractions is notoriously difficult, yet critically important to mathematical and general academic achievement. Eye-tracking studies are beginning to characterize the strategies that adults use when comparing fractions, but we know relatively little about the strategies used by children. We used eye-tracking to analyze how novice children and mathematically-proficient adults approached a well-studied fraction comparison paradigm. Specifically, eye-tracking can provide insights into the nature of differences: whether they are quantitative—reflecting differences in efficiency—or qualitative—reflecting a fundamentally different approach. We found that children who had acquired the basic fraction rules made more eye movements than did either adults or less proficient children, suggesting a thorough but inefficient problem solving approach. Additionally, correct responses were associated with normative gaze patterns, regardless of age or proficiency levels. However, children paid more attention to irrelevant numerical relationships on conditions that were conceptually difficult. An exploratory analysis points to the possibility that children on the verge of making a conceptual leap attend to the relevant relationships even when they respond incorrectly. These findings indicate the potential of eye-tracking methodology to better characterize the behavior associated with different levels of fraction proficiency, as well as to provide insights for educators regarding how to best support novices at different levels of conceptual development.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationMiller Singley, A. T., Crawford, J. L., & Bunge, S. A. (2020). Eye gaze patterns reflect how young fraction learners approach numerical comparisons. Journal of Numerical Cognition, 6(1), 83-107. https://doi.org/10.5964/jnc.v6i1.119en_US
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ISSN2363-8761
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/5469
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.6073
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/jnc.v6i1.119
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Is related tohttps://doi.org/10.23668/psycharchives.2720
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Is related tohttps://doi.org/10.23668/psycharchives.2721
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Keyword(s)eye-trackingen_US
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Keyword(s)mathen_US
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Keyword(s)fractionsen_US
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Keyword(s)learningen_US
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Keyword(s)cognitive developmenten_US
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Dewey Decimal Classification number(s)150
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TitleEye gaze patterns reflect how young fraction learners approach numerical comparisonsen_US
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DRO typearticle
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Issue1
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Journal titleJournal of Numerical Cognition
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Page numbers83–107
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Volume6
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Visible tag(s)Version of Recorden_US