Mental calculation achievement according to teaching approach: A study with eye-tracking from a neurocognitive approach

Malena Manchado Porras 1, Inmaculada Menacho Jiménez 1 * , Jose Carlos Piñero-Charlo 1, María del Carmen Canto-López 1
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1 Faculty of Science Education, University of Cádiz, Cádiz, SPAIN
* Corresponding Author
EUR J SCI MATH ED, Volume 11, Issue 4, pp. 690-701. https://doi.org/10.30935/scimath/13459
Published Online: 04 July 2023, Published: 01 October 2023
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ABSTRACT

Currently mathematics difficulties in schools are a major problem due to several factors. Some research suggest that mathematics teaching-learning methodology could be one of the causes. As a result, alternative teaching methods to the traditional approach (ciphers-based closed algorithm [CBC]) have emerged, such as numbers-based open algorithm (ABN) method. Some research about this new approach has emerged, including neuropsychological studies. The current study aims to analyze performance and potential cognitive differences in solving a computerized task linked to eye-tracking device, comparing CBC and ABN approaches. 18 5th & 6th graders participants were evaluated through a computerized mental arithmetic task. Nine participants learned mathematics with CBC, and nine with ABN approach. Participants were distributed according to his/her mathematical performance rate in three sub-groups, three students per sub-group: low, medium, and high. The ABN method group obtained a higher overall score in the computerized task (mean [M]CBC=16.22; MABN=17.11), but the differences were not statistically significant (p=.690). However, significant differences have been found in two eye-tracking measures. ABN method group obtained a lower number of fixations average in areas of interest [AOIs]) (MCBC=5.01; MABN=3.85; p=.001), and a lower pupil diameter average in AOIs (MCBC=4.07; MABN=3.91; p=.001). This occurred regardless of the participants’ mathematical performance. These results suggest that differences between groups were not in task performance, but in cognitive effort spent in solving the task.

CITATION

Manchado Porras, M., Menacho Jiménez, I., Piñero-Charlo, J. C., & Canto-López, M. D. C. (2023). Mental calculation achievement according to teaching approach: A study with eye-tracking from a neurocognitive approach. European Journal of Science and Mathematics Education, 11(4), 690-701. https://doi.org/10.30935/scimath/13459

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