| 1. |
- Dyrvold, Anneli, 1970-, et al.
(författare)
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The role of dynamic elements in digital teaching platforms : an investigation of students' reading behaviour
- 2022
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Ingår i: Proceedings of the twelfth congress of the European society for research in mathematics education. - : Free University of Bozen-Bolzano; ERME. - 9791221025378 ; , s. 3976-3983
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Konferensbidrag (refereegranskat)abstract
- The use of digital teaching materials in mathematics education has gained ground since the first introductions of various hard-and software. A distinguishing feature for digital teaching materials is the possibility to offer interactive and dynamic elements. In this study, eye-tracking is used to explore students' reading behaviour when working with mathematics items in a digital environment. In particular, the focus is laid on how students read depending on the extent to which the items offer dynamic elements. Analysis of data from the eye-tracking in combination with students' responses in the interviews provide a broad picture of different types of challenges that students may face in working with dynamic elements. The results also reveal that commonly used dynamic elements as films or feedback on given answers are valuable because users emphasize them as useful and informative.
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| 2. |
- Dyrvold, Anneli, 1970-, et al.
(författare)
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Using heat maps from eye tracking in stimulated recall interviews
- 2022
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Ingår i: The relation between mathematics education research and teachers’ professional development. - 9789198402452 ; , s. 133-133
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This presentation discusses students’ interpretations of heat maps from eye tracking. Heat maps are often referred to as ‘just’ eye candy because of their appealing nature and the somewhat ‘hidden’ data. Undoubtedly, there is valuable information in these visualisations and if attention is paid when conclusions are drawn, the data is a useful complement to quantitative measures. We explore pros and cons when using heat maps in stimulated recall interviews and contrast this method to stimulated recall using videos or the use of think aloud protocols. A conclusion is that the heat map can attract attention to what actually happened and thereby evoke valuable references to thought processes, but at the same time it may draw attention to actions instead of to reasoning and thoughts because the image represents the reader’s activity (“I looked at…”).
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| 3. |
- Teledahl, Anna, 1972-, et al.
(författare)
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Support in relation to problem solving – building a common knowledge base?
- 2022
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Ingår i: The relation between mathematics education research and teachers’ professional development. - 9789198402452 ; , s. 117-120
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Konferensbidrag (refereegranskat)abstract
- We present three closely related projects concerned with supporting students’ mathe-matical problem solving. The projects build on the assumption that problem solving activities are beneficial to students’ learning but challenging for teachers to organise. Teachers must find ways to support students’ progress in problem solving without removing necessary challenges. The projects deal with this support in different ways, something we intend to use to illustrate the risk that mathematics education research becomes fragmented, making it more difficult for teachers to access and use research results in their professional development. We welcome participants to discuss how closely related research projects like ours can collaborate and complement each other to contribute to a knowledge base that is accessible and useful to teachers.
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