Strategies for Coordinating Multiple Mathematical Representations: Integration of Eye-Tracking and Think-Aloud Data

• In Event: Mathematical Cognition: Strategies, Working Memory, and Representations

Abstract

Skill in coordinating multiple representations (CMR), or mapping between corresponding representations in mathematics (e.g., the graph and equation of a function), is linked to increased math achievement. Yet we know little about the specific processes or strategies students use to effectively CMR. This study analyzes data from high school students to determine what strategies they use to successfully complete CMR tasks between equations, tables, and graphs of functions and how these strategies relate to calculus proficiency. We use both eye-tracking and think-aloud methods to reveal student strategies. Results suggest that each set of process data (i.e., eye-tracking, think-aloud) contributes uniquely to our understanding of the coordination process and that specific strategies are characteristic of skill in CMR and calculus proficiency.

Authors

• Briana L. Chang, Temple University

• Theodore W. Wills, Temple University

• Jennifer G. Cromley, University of Illinois at Urbana-Champaign

• Thomas Shipley, Temple University

• Julie L. Booth, Temple University

• Waldemar Stepnowski, School District of Philadelphia

• Nhi Tran, Temple University

• Michael Madeja, Temple University