Analysis of problem-solving strategies for the development of geometric imagination using eye-tracking
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15310%2F23%3A73620940" target="_blank" >RIV/61989592:15310/23:73620940 - isvavai.cz</a>
Result on the web
<a href="https://link.springer.com/article/10.1007/s10639-023-12395-z#citeas" target="_blank" >https://link.springer.com/article/10.1007/s10639-023-12395-z#citeas</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1007/s10639-023-12395-z" target="_blank" >10.1007/s10639-023-12395-z</a>
Alternative languages
Result language
angličtina
Original language name
Analysis of problem-solving strategies for the development of geometric imagination using eye-tracking
Original language description
n the realm of mathematics education, geometry problems assume a pivotal role by fostering abstract thinking, establishing a connection between theory and practice, and offering a tangible portrayal of reality. This study focuses on comprehending problem-solving methodologies by observing the eye movements of 45 primary and multi-year grammar school pupils, aged 11 to 14, as they tackled pictorial geometry problems without computation. The utilization of eye-tracking technology, specifically the OGAMA tool, was essential in unveiling the nuanced strategies employed by students. Visual attention metrics were determined through fixations on predefined areas of interest, identified using the ScanGraph tool. Through an analysis of eye movements, participants were categorized into three distinct groups based on their problem-solving strategies. This categorization facilitated an exploration of the correlation between the chosen strategy and the success rate in solving geometry problems without computational aids. The findings underscore the imperative for continued investigation into strategies for solving geometry problems without computation. Additionally, the research aims to broaden its scope by delving into the metacognitive strategies applied in solving imaginative geometric tasks.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2023
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Education and Information Technologies
ISSN
1360-2357
e-ISSN
1573-7608
Volume of the periodical
29
Issue of the periodical within the volume
10
Country of publishing house
US - UNITED STATES
Number of pages
19
Pages from-to
12969-12987
UT code for WoS article
001121714600007
EID of the result in the Scopus database
2-s2.0-85179309647