Clock Reading in a Relative Way: A Study Using Eye-Tracking Technology

• In Event: AERA Virtual Poster Session 2
  In Poster Session: Mathematics Education Research

Abstract

This study investigated elementary students’ strategies to read time in a relative way. A total of 126 Korean second graders performed clock reading in both absolute and relative ways. Among them, 10 students took eye-tracking examinations to identify strategies to read time relatively. The findings revealed that the students did better in absolute time-reading than relative time-reading. Using both eye-tracking data and verbal responses, we identified student errors, which would otherwise be difficult to diagnose with students who are unable to articulate their misunderstandings. The study posits that the characteristics of the students’ reading relative time could be related to language uses and the learning sequence of time-related content, which may influence the way Korean students struggle with time reading.

Authors

• Chaereen Han, Seoul National University

• Hee-Jeong Kim, Korea University

• Oh Nam Kwon, Seoul National University