Several international studies recognize the central role of the understanding in problem solving in the mathematics teaching-learning process. Interdisciplinary studies have shown how the type of text affects a student’s reading and, consequently, its performance. It emerged that “selective- reading”, through which specific attention is paid to certain textual elements, often involves a lack of understanding of the problematic situation. The aim of our research is to understand how some structural and textual aspects influence the understanding of a mathematical text. This research, conducted with the eye-tracker tool, shows the first results of an exploratory study with university students from the Faculty of Education. In recent years, eye-tracker technologies have become an increasingly effective tool for analysing students’ learning process. At the same time, a paper experimentation was conducted by an administration to a questionnaire, which involved grade 11 High school students. The experimentation is taking place and the first feedback shows that there are significant results in terms of interpretation of the resolution processes activated by the students.
Quali strategie adottano gli studenti per leggere il testo di un problema? Primi risultati di uno studio di eye-tracking con quesiti INVALSI e OCSE-PISA
Capone, Roberto;
2021-01-01
Abstract
Several international studies recognize the central role of the understanding in problem solving in the mathematics teaching-learning process. Interdisciplinary studies have shown how the type of text affects a student’s reading and, consequently, its performance. It emerged that “selective- reading”, through which specific attention is paid to certain textual elements, often involves a lack of understanding of the problematic situation. The aim of our research is to understand how some structural and textual aspects influence the understanding of a mathematical text. This research, conducted with the eye-tracker tool, shows the first results of an exploratory study with university students from the Faculty of Education. In recent years, eye-tracker technologies have become an increasingly effective tool for analysing students’ learning process. At the same time, a paper experimentation was conducted by an administration to a questionnaire, which involved grade 11 High school students. The experimentation is taking place and the first feedback shows that there are significant results in terms of interpretation of the resolution processes activated by the students.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
