DIFFERENCES IN QUANTITY RECOGNITION OF STUDENTS WITH AND WITHOUT MATHEMATICAL DIFFICULTIES: ANALYSIS THROUGH EYE-TRACKING AND AI

Maike Schindler; Erik Schaffernicht; Achim J. Lilienthal

DIFFERENCES IN QUANTITY RECOGNITION OF STUDENTS WITH AND WITHOUT MATHEMATICAL DIFFICULTIES: ANALYSIS THROUGH EYE-TRACKING AND AI

Maike Schindler, Erik Schaffernicht, Achim J. Lilienthal

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

2 Scopus citations

Abstract

Difficulties in mathematics learning are an important topic in practice and research. In particular, researchers and practitioners need to identify students’ needs for support to teach and help them adequately. However, empirical research about group differences of students with and without mathematical difficulties (MD) is still scarce. Previous research suggests that students with MD may differ in their quantity recognition strategies in structured whole number representations from students without MD. This study uses eye-tracking (ET), combined with Artificial Intelligence (AI), in particular pattern recognition methods, to analyze group differences in gaze patterns in quantity recognition of N=164 fifth grade students.

Original language	English
Title of host publication	Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019
Editors	Mellony Graven, Hamsa Venkat, Anthony A Essien, Pamela Vale
Publisher	Psychology of Mathematics Education (PME)
Pages	281-288
Number of pages	8
ISBN (Print)	9780639821542
State	Published - 2019
Externally published	Yes
Event	43rd Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2019 - Pretoria, South Africa Duration: 7 Jul 2019 → 12 Jul 2019

Publication series

Name	Proceedings of the International Group for the Psychology of Mathematics Education
Volume	3
ISSN (Print)	0771-100X
ISSN (Electronic)	2790-3648

Conference

Conference	43rd Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2019
Country/Territory	South Africa
City	Pretoria
Period	7/07/19 → 12/07/19

Cite this

Schindler, M., Schaffernicht, E., & Lilienthal, A. J. (2019). DIFFERENCES IN QUANTITY RECOGNITION OF STUDENTS WITH AND WITHOUT MATHEMATICAL DIFFICULTIES: ANALYSIS THROUGH EYE-TRACKING AND AI. In M. Graven, H. Venkat, A. A. Essien, & P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019 (pp. 281-288). (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 3). Psychology of Mathematics Education (PME).

Schindler, Maike ; Schaffernicht, Erik ; Lilienthal, Achim J. / DIFFERENCES IN QUANTITY RECOGNITION OF STUDENTS WITH AND WITHOUT MATHEMATICAL DIFFICULTIES : ANALYSIS THROUGH EYE-TRACKING AND AI. Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019. editor / Mellony Graven ; Hamsa Venkat ; Anthony A Essien ; Pamela Vale. Psychology of Mathematics Education (PME), 2019. pp. 281-288 (Proceedings of the International Group for the Psychology of Mathematics Education).

@inproceedings{fc5a9207d6fa47d2a27d2ef5e61a2b22,

title = "DIFFERENCES IN QUANTITY RECOGNITION OF STUDENTS WITH AND WITHOUT MATHEMATICAL DIFFICULTIES: ANALYSIS THROUGH EYE-TRACKING AND AI",

abstract = "Difficulties in mathematics learning are an important topic in practice and research. In particular, researchers and practitioners need to identify students{\textquoteright} needs for support to teach and help them adequately. However, empirical research about group differences of students with and without mathematical difficulties (MD) is still scarce. Previous research suggests that students with MD may differ in their quantity recognition strategies in structured whole number representations from students without MD. This study uses eye-tracking (ET), combined with Artificial Intelligence (AI), in particular pattern recognition methods, to analyze group differences in gaze patterns in quantity recognition of N=164 fifth grade students.",

author = "Maike Schindler and Erik Schaffernicht and Lilienthal, {Achim J.}",

note = "Publisher Copyright: {\textcopyright} 2019, Psychology of Mathematics Education (PME). All rights reserved.; 43rd Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2019 ; Conference date: 07-07-2019 Through 12-07-2019",

year = "2019",

language = "English",

isbn = "9780639821542",

series = "Proceedings of the International Group for the Psychology of Mathematics Education",

publisher = "Psychology of Mathematics Education (PME)",

pages = "281--288",

editor = "Mellony Graven and Hamsa Venkat and Essien, {Anthony A} and Pamela Vale",

booktitle = "Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019",

}

Schindler, M, Schaffernicht, E & Lilienthal, AJ 2019, DIFFERENCES IN QUANTITY RECOGNITION OF STUDENTS WITH AND WITHOUT MATHEMATICAL DIFFICULTIES: ANALYSIS THROUGH EYE-TRACKING AND AI. in M Graven, H Venkat, AA Essien & P Vale (eds), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019. Proceedings of the International Group for the Psychology of Mathematics Education, vol. 3, Psychology of Mathematics Education (PME), pp. 281-288, 43rd Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2019, Pretoria, South Africa, 7/07/19.

DIFFERENCES IN QUANTITY RECOGNITION OF STUDENTS WITH AND WITHOUT MATHEMATICAL DIFFICULTIES: ANALYSIS THROUGH EYE-TRACKING AND AI. / Schindler, Maike; Schaffernicht, Erik; Lilienthal, Achim J.
Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019. ed. / Mellony Graven; Hamsa Venkat; Anthony A Essien; Pamela Vale. Psychology of Mathematics Education (PME), 2019. p. 281-288 (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 3).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - DIFFERENCES IN QUANTITY RECOGNITION OF STUDENTS WITH AND WITHOUT MATHEMATICAL DIFFICULTIES

T2 - 43rd Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2019

AU - Schindler, Maike

AU - Schaffernicht, Erik

AU - Lilienthal, Achim J.

PY - 2019

Y1 - 2019

N2 - Difficulties in mathematics learning are an important topic in practice and research. In particular, researchers and practitioners need to identify students’ needs for support to teach and help them adequately. However, empirical research about group differences of students with and without mathematical difficulties (MD) is still scarce. Previous research suggests that students with MD may differ in their quantity recognition strategies in structured whole number representations from students without MD. This study uses eye-tracking (ET), combined with Artificial Intelligence (AI), in particular pattern recognition methods, to analyze group differences in gaze patterns in quantity recognition of N=164 fifth grade students.

AB - Difficulties in mathematics learning are an important topic in practice and research. In particular, researchers and practitioners need to identify students’ needs for support to teach and help them adequately. However, empirical research about group differences of students with and without mathematical difficulties (MD) is still scarce. Previous research suggests that students with MD may differ in their quantity recognition strategies in structured whole number representations from students without MD. This study uses eye-tracking (ET), combined with Artificial Intelligence (AI), in particular pattern recognition methods, to analyze group differences in gaze patterns in quantity recognition of N=164 fifth grade students.

UR - http://www.scopus.com/inward/record.url?scp=85137857458&partnerID=8YFLogxK

M3 - Conference contribution

AN - SCOPUS:85137857458

SN - 9780639821542

T3 - Proceedings of the International Group for the Psychology of Mathematics Education

SP - 281

EP - 288

BT - Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019

A2 - Graven, Mellony

A2 - Venkat, Hamsa

A2 - Essien, Anthony A

A2 - Vale, Pamela

PB - Psychology of Mathematics Education (PME)

Y2 - 7 July 2019 through 12 July 2019

ER -

Schindler M, Schaffernicht E, Lilienthal AJ. DIFFERENCES IN QUANTITY RECOGNITION OF STUDENTS WITH AND WITHOUT MATHEMATICAL DIFFICULTIES: ANALYSIS THROUGH EYE-TRACKING AND AI. In Graven M, Venkat H, Essien AA, Vale P, editors, Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019. Psychology of Mathematics Education (PME). 2019. p. 281-288. (Proceedings of the International Group for the Psychology of Mathematics Education).

DIFFERENCES IN QUANTITY RECOGNITION OF STUDENTS WITH AND WITHOUT MATHEMATICAL DIFFICULTIES: ANALYSIS THROUGH EYE-TRACKING AND AI

Abstract

Publication series

Conference

Other files and links

Fingerprint

Cite this