Mathematics Presentation Matters: How Superfluous Brackets and Higher-Order Operator Position in Mathematics Can Impact Arithmetic Performance
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| Title: | Mathematics Presentation Matters: How Superfluous Brackets and Higher-Order Operator Position in Mathematics Can Impact Arithmetic Performance |
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| Language: | English |
| Authors: | Alena Egorova, Vy Ngo, Allison S. Liu (ORCID |
| Source: | Mind, Brain, and Education. 2024 18(3):258-269. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, STEM Education, Mathematical Formulas, Mathematics Instruction, Eye Movements, Arithmetic, Computation, Thinking Skills, Symbols (Mathematics), Interference (Learning), Mathematics Achievement, Learning Processes |
| DOI: | 10.1111/mbe.12421 |
| ISSN: | 1751-2271 1751-228X |
| Abstract: | Perceptual learning theory suggests that perceptual grouping in mathematical expressions can direct students' attention toward specific parts of problems, thus impacting their mathematical reasoning. Using in-lab eye tracking and a sample of 85 undergraduates from a STEM-focused university, we investigated how higher-order operator position (HOO; i.e., multiplication/division operators and the presence of superfluous brackets impacted students' time to first fixation to the HOO, response time, and percent of correct responses). Students solved order-of-operations problems presented in six ways (3 HOO positions × presence of brackets). We found that HOO position and presence of superfluous brackets had separate and combined impacts on calculating arithmetic expressions. Superfluous brackets most influenced undergraduates' performance when higher-order operators were located in the center of mathematical expressions. Implications for learning and future directions are discussed about observing eye movements and gaining insights into students' processes when solving arithmetic expressions. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/fbwxy/?view_only=2eb85206fc604680afc18adeea9d9440 |
| Entry Date: | 2024 |
| Accession Number: | EJ1437318 |
| Database: | ERIC |
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| Abstract: | Perceptual learning theory suggests that perceptual grouping in mathematical expressions can direct students' attention toward specific parts of problems, thus impacting their mathematical reasoning. Using in-lab eye tracking and a sample of 85 undergraduates from a STEM-focused university, we investigated how higher-order operator position (HOO; i.e., multiplication/division operators and the presence of superfluous brackets impacted students' time to first fixation to the HOO, response time, and percent of correct responses). Students solved order-of-operations problems presented in six ways (3 HOO positions × presence of brackets). We found that HOO position and presence of superfluous brackets had separate and combined impacts on calculating arithmetic expressions. Superfluous brackets most influenced undergraduates' performance when higher-order operators were located in the center of mathematical expressions. Implications for learning and future directions are discussed about observing eye movements and gaining insights into students' processes when solving arithmetic expressions. |
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| ISSN: | 1751-2271 1751-228X |
| DOI: | 10.1111/mbe.12421 |
