SavedAdd your journal

Journals / IOJET / 2020 / Cilt: 7 - Sayı: 3

PROBLEM-SOLVING PERFORMANCE AND MATHEMATICS ACHIEVEMENT: THE MEDIATING ROLE OF EYE TRACKING MEASUREMENTS

İrfan ŞİMŞEK
Tuğba UYGUN
Pınar GÜNER
Journal
IOJET
Pages
1111–1124
Publication Date
2022-10-18
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Moreover, thehypothesized model could approximately express 22% of the variance on mathematicsachievement.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of the present study was to propose a model for mathematics achievementconsidering the mediating role of eye tracking measurements in the relationship betweenproblem solving performance and mathematics achievement.
📊
Key Findings & Data:In this sequential explanatorymixed method research design, a geometry test was conducted to 381 7th grade students.
💡
Conclusion & Impact:Moreover, thehypothesized model could approximately express 22% of the variance on mathematicsachievement.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The purpose of the present study was to propose a model for mathematics achievementconsidering the mediating role of eye tracking measurements in the relationship betweenproblem solving performance and mathematics achievement. In this sequential explanatorymixed method research design, a geometry test was conducted to 381 7th grade students. Theirproblem-solving process was recorded using eye tracking technology. Also, their mathematicsachievement scores were acquired from their schools. Afterwards, semi-structured interviewswere conducted to 15 students. Based on the results, it was observed that there was a positiverelationship among problem-solving performance and mathematics achievement while eyetracking measurements were negatively correlated to problem solving performance andmathematics achievement. Qualitative findings also confirmed these results. Moreover, thehypothesized model could approximately express 22% of the variance on mathematicsachievement.

🔖

Cite This Article

ŞİMŞEK, İ., UYGUN, T., GÜNER, P. (2022). PROBLEM-SOLVING PERFORMANCE AND MATHEMATICS ACHIEVEMENT: THE MEDIATING ROLE OF EYE TRACKING MEASUREMENTS. IOJET, Cilt: 7 - Sayı: 3, 1111–1124. https://ajindex.com/articles/542211

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (11)

  1. Aka, E. İ., Güven, E. & Aydoğdu, M. (2010). Effect of problem solving method on science process skills and academic achievement. Journal of Turkish Science Education, 7(4), 13–25.
  2. Akuysal, N. (2007). İlköğretim 7. sınıf öğrencilerinin 7. sınıf ünitelerindeki geometrik kavramlardaki yanılgıları. Yayınlanmamış yüksek lisans tezi, Selçuk Üniversitesi,
  3. Konya. Alatorre, S., & Saiz, M. (2009). Teachers and triangles. Proceedings of Congress of Educational Research in Mathematics Education. 28 January- 1 February, Lyon; France. Andrá, C., Lindström, P., Arzarello, F., Holmqvist, K., Robutti, O., & Sabena, C. (2015). Reading mathematics representations: an eye-tracking study. International Journal of Science and Mathematics Education, 13(2), 237–259.
  4. Bao, Y., Kiss, M., & Wittmann M. (2002). Effects of age and memory grouping on simulated car driving. In Proceedings of the Human Factors and Ergonomics Society 46th Annual Meeting (pp. 1853-1857).
  5. Santa Monica, CA: Human Factors and Ergonomics Society. Bransford, J., Sherwood, R., Vye, N., & Rieser, J. (1986). Teaching thinking and problem solving: Research foundations. American Psychologist, 41(10), 1078–1089.
  6. Cheng, S. C., She, H. C., & Huang, L. U. (2018). The Impact of Problem-Solving Instruction on Middle School Students’ Physical Science Learning: Interplays of Knowledge, Reasoning, and Problem Solving. EURASIA Journal of Mathematics, Science and Technology Education, 14(3), 731-743.
  7. Clements, D., Swaminathan, S., Hannibal, M., & Sarama, J. (1999). Young children’s concepts of shape. Journal for Research in Mathematics Education, 30(2), 192–212.
  8. Cooper, G., & Sweller, J. (1987). Effects of schema acquisition and rule automation on mathematical problem solving transfer. Journal of Educational Psychology, Vol 79(4), 347-362.
  9. Creswell, J. W. (2013). Qualitative inquire and research design: Choosing among five approaches. Los Angeles, CA: Sage. Devichi, C., & Munier, V. (2013). About the concept of angle in elementary school: misconceptions and teaching sequences. Journal of Mathematical Behavior, 32, 1–19.
  10. De Waard, D. (1996). The measurement of drivers’ mental workload. Groningen, the Netherlands: Traffic Research Center Groningen University. Dhillon, A. S. (1998). Individual differences with problem-solving strategies used in physics. Science Education, 82(3), 379–405.
  11. Doyuran, G. (2014). Ortaokul öğrencilerinin temel geometri konularinda sahip olduklari kavram yanilgilari. Yayımlanmamış yüksek lisans tezi, Doku