Mathematical Reasoning from an Eye-Tracker's Perspective

Relational reasoning supports learning in many domains of knowledge, as integrating sets of relations allows one to make new inferences and understand broader conceptual systems. In the domain of fractions, the traditional notation is inherently relational, and comparing fractions is especially so, requiring the evaluation of relations both within and between fractions. The first study explored whether and how relational reasoning is associated with performance on a fraction comparison task in a group of children just learning fractions. A second study delved deeper into adults' mathematical problem-solving approaches, as revealed by gaze patterns. Findings support existing theories that both relational reasoning and domain-specific knowledge are critical to mathematical reasoning.

Speaker: Alison Miller-Singley, UC Berkeley