Sara Becker
ABSTRACT
Eye Tracking is getting increasingly popular in mathematics education research. However, there is a debate about the specific benefits that eye tracking offers in mathematics educational research, and about its reliability and validity to assess relevant cognitive processes. The aim of the present study is to investigate whether eye tracking allows valid investigation of teachers’ assessment competencies in comparison with retrospective think-aloud. Specifically, we are interested in the cognitive processes underlying teachers’ assessment of incorrect student solutions. For this purpose, we developed ten vignettes that display written student work on fraction problems, each including a mistake; the display of student work is followed by three potential teacher reactions. Participants have to choose the teacher reaction they consider most appropriate. The vignettes have already been validated and piloted. We are currently planning an explorative qualitative eye tracking study with pre-service and in-service teachers (N = 6). This study will provide the opportunity to explore the relation between eye tracking data and think-aloud protocols regarding cognitive processes underlying diagnostic assessment. More generally, the results will contribute to a better understanding of the interpretation of eye tracking data in teacher education research.
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