DEFINING MATHEMATICAL PROPORTIONAL EMBODIED LEARNING WITHIN EYE TRACKING MEASUREMENTS

Abstract

With the adjusted mathematical embodied task ‘The Mathematical Imagery Trainer for Proportions’ (MIT-P) application, eye tracking measurements were used to define proportional learning. The students had to turn the screen green by creating the right proportion with the fingers. The research questions were: 1. What difference is there in the fixation duration per fixation count per AOI between the learning to discovery phase and the discovery phase, within the parallel and orthogonal condition pluses task of the MIT-P application? 2. What difference is there in the relative number of visits per AOI between the learning to discovery phase and the discovery phase, within the parallel and orthogonal condition pluses task of the MIT-P application? Fixation duration per fixation count and relative visit count have been statistically tested with t-tests per area of interest (AOI) between the leading to discovery phase (in which students try to find out the tasks goal) and the discovery phase (in which students have found a solution). The vocational education students participated (n = 25) were randomly divided into two conditions, a parallel task (n = 14) and an orthogonal task (n = 11). Earlier findings are confirmed: The students look more in a triangle pattern, with attentional anchors (representations of geometrical perceptual artefacts which can help to develop mathematical concepts) before they find the solution (Shayan et al, 2015). Most findings were not significant. Other findings show many differences that could indicate changes in mental concepts, showing a learning process (Bruer, 1993).