{"id":2631,"date":"2023-11-17T16:44:16","date_gmt":"2023-11-17T16:44:16","guid":{"rendered":"https:\/\/didunas.eu\/?page_id=2631"},"modified":"2023-11-17T16:59:54","modified_gmt":"2023-11-17T16:59:54","slug":"et","status":"publish","type":"page","link":"https:\/\/didunas.eu\/de\/et\/","title":{"rendered":"DIDUNAS Eye-tracking Tool"},"content":{"rendered":"
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DIDUNAS Eye-tracking Tool<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Aim and Background<\/h4>

The DIDUNAS eye-tracking tool allows to identify and characterize student difficulties and under-achievement in mathematics in Grade 1. The eye-tracking tool consists of a series of mathematical activities, the set-up and AI analysis.<\/p>

The DIDUNAS eye-tracking tool analyzes students’ eye movements when working on mathematical tasks and from this identifies students who are under-achieving and in need of support in mathematics. This way, the eye-tracking tool is a diagnostic tool that can help reserachers to gain fine-grained insights into students’ mathematical activities. It draws on eye tracking as a method that can reveal insights into cognitive processes for appropriate tasks and contexts.<\/p>

The development of the eye-tracking tool took into account that identifying students’ difficulties at an early age is difficult\u2014<\/span>not least because young children often lack the ability to report metacognitively on their difficulties. Using eye tracking, the recording of eye movements, for identifying under-achievement in mathematics at the beginning of primary school can circumvent the issue of students\u2019 problems to verbally report on their mathematical difficulties.<\/p>

The DIDUNAS eye-tracking tool provides a reliable identification method for under-achievement among young students and contributes to an earlier detection, which then allows to support under-achieving students early on.<\/p>

The DIDUNAS eye-tracking tool has already been used\u00a0 in several studies with over 300 first grade students in two countries (Germany and Cyprus), who could then be supported according to their specific needs.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Mathematical Activities<\/h4>
The DIDUNAS team developed a series of digital basic mathematical activities that can be displayed on a computer screen and that make it possible to identify under-achieving students with difficulties in basic mathematics at the beginning of schooling (Grade 1). The DIDUNAS team has tested, (further) developed and refined the mathematical activities in several studies with over 300 children.<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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In the following, examples of the mathematical activities are shown.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Quantities<\/h6>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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How many dots do you see?<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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In order to be able to successfully count quantities of elements, children must know the correct sequence of number words and they must also have other skills. It is essential for the development of counting skills to understand various counting principles (Gelman & Gallistel, 1978), e.g., one\u2010to\u2010one correspondence. These counting principles are not innate, but must be learnt (Hasemann, 2007).\u00a0<\/p>

Children often master these counting principles before they start school (Briards & Siegler, 1984) and they are often able to count quantities of elements about a year before they start school (Clarke et al., 2008).<\/p>

Quantity recognition takes place through subitizing, counting, “groupitizing” or pattern recognition (Schindler et al., 2020, 2022).<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Quantity comparison<\/h6>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Which is more?<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Comparing quantities is an important aspect of early mathematical learning (Beltr\u00e1n-Navarro et al., 2018).\u00a0<\/p>

When comparing quantities, children up to the age of 5 often decide which quantity is larger by counting or on the basis of appearance and extension or overall global impression, even when counting (Piaget & Szeminska, 1952; Schmidt, 1982; Schmidt & Weiser, 1982).<\/p>

Usually, preschool children do not use counting to compare quantities (Clements & Samara, 2007).<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Color pattern<\/h6>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Which color is hidden behind the white blob?<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Number pattern<\/h6>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Which number is hidden behind the white blob?<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Mathematics can be understood as the science of patterns (Devlin, 2002).<\/p>

The pattern sequence tasks, both colour patterns and number patterns, are about recognizing regularities, i.e., patterns in ordered sets of elements (Clements & Samara, 2007).<\/p>

“Patterns and structures” are a central content of mathematics education in primary school (KMK, 2005), with pattern recognition as an important skill in early mathematical learning (NCTM, 2000).<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Number line<\/h6>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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At which number is the red cross?<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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The assignment of a number to a position on the number line appeals to the ordinal understanding of numbers (numbers that are used for ordering).<\/p>

By the end of kindergarten, children can already use small numbers as ordinal numbers (Clarke et al., 2008). Predecessors and successors of numbers can also be named correctly by many children (Clarke et al., 2008).<\/p>

Children with difficulties in learning mathematics use structures on the number line less frequently and make more mistakes (Simon & Schindler, 2022; Simon et al., 2022).<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Completion to 10<\/h6>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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How many dots are missing to 10?<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Children at the beginnig of primary school generally have a high level of competence in simple addition tasks (Grassmann & Mirwald, 1995; Selter, 1995; Stern, 1998).<\/p>

Subtraction tasks, on the other hand, are more difficult for children and they make more mistakes when solving subtraction tasks (Padberg & Benz, 2011).<\/p>

In general, it is easier for children to perform basic operations when they are given opportunities to act (Padberg, 1996).<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Students\u2019 Eye Movements<\/h4>

In the following, examples of students’ eye movements in mathematical actitvities reflecting different strategies are shown. Examples are shown using gaze-overlaid videos and corresponding gaze plots.<\/p>

Gaze-overlaid videos are videos in which eye-tracking data is superimposed onto the original visual content. In the gaze-overlaid videos below, students eye movements are visualised as a red wandering dot.<\/p>

Gaze plots are visual representations that display eye movements over a specific visual stimulus. In the gaze plots, dots represent fixations (periods of relatively stable eye position) and lines connecting these fixations represent saccades (rapid eye movements). The numbers in the dots mark the order of the fixations.<\/p>

Trough the use of the DIDUNAS eye-tracking tool researchers can analyze students’ strategies when working on mathematical actitvites and gain insights into the reasons for students’ mistakes and how students can be supported accordingly.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Quantities<\/h5>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Quantity recognition through counting<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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