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    Examining students' geometrical misconceptions by eye tracking
    (Taylor & Francis Ltd, 2024) Uygun, Tugba; Guner, Pinar; Simsek, Irfan
    This study was conducted to reveal potential sources of students' difficulty and misconceptions about geometrical concepts with the help of eye tracking. In this study, the students' geometrical misconceptions were explored by answering the questions on the geometry test prepared based on the literature and test-taking processes and represented with the help of eye tracking data to make interpretations about their visual and cognitive attention. With this aim, the mixed method research design was used. The data were collected through the geometry test, eye tracking measurements, and the think aloud strategy. Geometry test scores were represented by descriptive statistics such as percentage. The quantitative eye tracking data were analysed by Kruskal-Wallis tests and Mann-Whitney U-tests among the choices for each question. The qualitative data collected through the think aloud strategy were analysed by the content analysis. In the findings, the students' geometrical misconceptions were examined and reported in detail from a different perspective with the help of data related to eye tracking. Then, eye tracking data and qualitative data showed the geometry misconception items on which the students had difficulty and cognitive conflict in addition to geometrical misconception based on the students' answers to the geometry questions.
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    PROBLEM-SOLVING PERFORMANCE AND MATHEMATICS ACHIEVEMENT: THE MEDIATING ROLE OF EYE TRACKING MEASUREMENTS
    (2020) Simsek, Irfan; Uygun, Tuğba; Güner, Pınar
    The purpose of the present study was to propose a model for mathematics achievementconsidering the mediating role of eye tracking measurements in the relationship betweenproblem solving performance and mathematics achievement. In this sequential explanatorymixed method research design, a geometry test was conducted to 381 7th grade students. Theirproblem-solving process was recorded using eye tracking technology. Also, their mathematicsachievement scores were acquired from their schools. Afterwards, semi-structured interviewswere conducted to 15 students. Based on the results, it was observed that there was a positiverelationship among problem-solving performance and mathematics achievement while eyetracking measurements were negatively correlated to problem solving performance andmathematics achievement. Qualitative findings also confirmed these results. Moreover, thehypothesized model could approximately express 22% of the variance on mathematicsachievement.