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Eye-Tracking and its Domain-Specific Interpretation: A Stimulated Recall Study on Eye Movements in Geometrical Tasks
Örebro University, School of Science and Technology. University of Cologne, Cologne, Germany.ORCID iD: 0000-0001-9530-4151
Örebro University, School of Science and Technology. (AASS MRO Lab)ORCID iD: 0000-0003-0217-9326
2017 (English)In: Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education / [ed] Kaur, B., Ho, W.K., Toh, T.L., & Choy, B.H, Singapore: PME , 2017, Vol. 4, p. 153-160Conference paper, Published paper (Refereed)
Abstract [en]

Eye-tracking offers various possibilities for mathematics education. Yet, even in suitably visually presented tasks, interpretation of eye-tracking data is non-trivial. A key reason is that the interpretation of eye-tracking data is context-sensitive. To reduce ambiguity and uncertainty, we studied the interpretation of eye movements in a specific domain: geometrical mathematical creativity tasks. We present results from a qualitative empirical study in which we analyzed a Stimulated Recall Interview where a student watched the eye-tracking overlaid video of his work on a task. Our results hint at how eye movements can be interpreted and show limitations and opportunities of eye tracking in the domain of mathematical geometry tasks and beyond.

Place, publisher, year, edition, pages
Singapore: PME , 2017. Vol. 4, p. 153-160
National Category
Didactics
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-64765ISBN: 978-138-71-3613-1 (print)OAI: oai:DiVA.org:oru-64765DiVA, id: diva2:1179672
Conference
Annual Meeting of the International Group for the Psychology of Mathematics Education, Singapore, Singapore, July 17 – 22, 2017
Available from: 2018-02-01 Created: 2018-02-01 Last updated: 2018-08-14Bibliographically approved

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CiteExportLink to record
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