


Theodore Wills Temple University, Philadelphia, PA, United States Thomas Shipley Temple University Briana Chang Temple University Jennifer Cromley Temple University Julie Booth Temple University
40 High school students were given a battery of paper and pencil tests, which collectively assessed a variety of spatial abilities, graph and table competencies, conceptual mastery of calculus, and achievement in common topics from typical precalculus and calculus courses. In addition, students completed a computerpresented measure of Coordinating Multiple Representations (CMR), in which they had to assess whether two mathematical representations (e.g. an equation and a graph) depicted the same underlying mathematical function. Gaze data were captured during this measure, using a Tobii T60 eye tracker. Findings suggest that good or poor performance on several paper measures is associated with distinct and specific gaze behaviors. Better achievement scores are associated with fewer fixations near the centerline of the graph, and with fewer pointplotting and function scanning behaviors. These findings are discussed in terms of differing approaches or strategies for engaging in CMR.
What Gaze Data Reveal About Coordinating Multiple Mathematical Representations (306 KB)