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Slient gazing during geometry problem solving, insights from eye tracking

Hannula, Markku and Williams, Gaynor 2016, Slient gazing during geometry problem solving, insights from eye tracking, in PME 40 : Proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics Education : Mathematics Education. How to solve it?, International Group for the Psychology of Mathematics Education, Szeged, Hungary, pp. 353-360.

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Title Slient gazing during geometry problem solving, insights from eye tracking
Author(s) Hannula, Markku
Williams, Gaynor
Conference name International Group for the Psychology of Mathematics Education. Annual Conference (40th : 2016 : Szeged, Hungary)
Conference location Szeged, Hungary
Conference dates 3-7 Aug. 2016
Title of proceedings PME 40 : Proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics Education : Mathematics Education. How to solve it?
Editor(s) Csikos, C.
Rausch, A.
Szitanyi, J.
Publication date 2016
Start page 353
End page 360
Total pages 8
Publisher International Group for the Psychology of Mathematics Education
Place of publication Szeged, Hungary
Keyword(s) eye tracking
body language
silent gaze
Summary The authors examine data on student gaze from their different research perspectives as they consider the contribution such data collection methods can make to study of student mathematics learning within the complexity of classroom activity. Findings from study of eye tracking, and body language are compared to identify evidence of learning of two middle school students in Finland. The gaze of one student is tracked using a head-mounted eye-tracking device. Body language was examined independently before findings are compared, to identify what evidence each does offer. It was found that body language and eye tracking employed together were insufficient to provide information about the thinking students undertake even though eye tracking provides information about their focus of attention, and body language indicated intervals of engagement consistent with eye-tracking findings.
ISBN 9781365455063
ISSN 0771-100X
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
Copyright notice ©2016, The Authors
Persistent URL http://hdl.handle.net/10536/DRO/DU:30090235

Document type: Conference Paper
Collections: School of Education
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