2020/06/01 by Anselm Strohmaier, Anselm R. Strohmaier, Kelsey J. MacKay +3 · 1 citation
Computer Science · Mathematics · Psychology · #Cognitive and developmental aspects of mathematical skills #Gaze Tracking and Assistive Technology #Visual and Cognitive Learning Processes
paper · pdf · doi:10.1007/s10649-020-09948-1
crossref issued 2020/06/01 · crossref published 2020/06/01 · crossref published-print 2020/06/01 · openalex publication_date 2020/06/01 · crossref published-online 2020/06/09 · crossref created 2020/06/09 · crossref deposited 2021/06/09 · openalex created_date 2025/10/10 · crossref indexed 2026/07/28 · openalex updated_date 2026/08/01
Abstract Eye tracking is an increasingly popular method in mathematics education. While the technology has greatly evolved in recent years, there is a debate about the specific benefits that eye tracking offers and about the kinds of insights it may allow. The aim of this review is to contribute to this discussion by providing a comprehensive overview of the use of eye tracking in mathematics education research. We reviewed 161 eye-tracking studies published between 1921 and 2018 to assess what domains and topics were addressed, how the method was used, and how eye movements were related to mathematical thinking and learning. The results show that most studies were in the domain of numbers and arithmetic, but that a large variety of other areas of mathematics education research was investigated as well. We identify a need to report more methodological details in eye-tracking studies and to be more critical about how to gather, analyze, and interpret eye-tracking data. In conclusion, eye tracking seemed particularly beneficial for studying processes rather than outcomes, for revealing mental representations, and for assessing subconscious aspects of mathematical thinking.