Demonstrating mathematics learning as the emergence of eye–hand dynamic equilibrium: Demonstrating mathematics learning as the emergence of eye–hand dynamic equilibrium: R. Abdu et al.
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| Title: | Demonstrating mathematics learning as the emergence of eye–hand dynamic equilibrium: Demonstrating mathematics learning as the emergence of eye–hand dynamic equilibrium: R. Abdu et al. |
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| Authors: | Abdu, Rotem1 (AUTHOR) rotem.abdu@gmail.com, Tancredi, Sofia2,3 (AUTHOR), Abrahamson, Dor2 (AUTHOR), Balasubramaniam, Ramesh4 (AUTHOR) |
| Source: | Educational Studies in Mathematics. Mar2025, Vol. 118 Issue 3, p505-528. 24p. |
| Subject Terms: | *Artificial intelligence, *Mathematics education, *Theory of knowledge, Dynamical systems, Dynamic stability, Eye tracking |
| Abstract: | This paper combines recent developments in theories of knowledge (complex dynamic systems), technologies (embodied interactions), and research tools (multimodal data collection and analysis) to offer new insights into how conceptual mathematical understanding can emerge. A complex dynamic system view models mathematics learning in terms of a multimodal agent who encounters a set of task constraints. The learning process in this context includes destabilizing a systemic configuration (for example, coordination of eye and hand movements) and forming new dynamic stability adapted to the task constraints. To test this model empirically, we applied a method developed to study complex systems, recurrence quantification analysis (RQA), to investigate students' eye–hand dynamics during a touchscreen mathematics activity for the concept of proportionality. We found that across participants (n = 32), fluently coordinated hand-movement solutions coincided with more stable and predictable gaze patterns. We present a case study of a prototypical participant's hand–eye RQA and audio–video data to show how the student's cognitive system transitioned out of prior coordination reflective of additive thinking into a new coordination that can ground multiplicative thinking. These findings constitute empirical substantiation in mathematics education research for cognition as a complex system transitioning among dynamic equilibria. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183641026 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Demonstrating mathematics learning as the emergence of eye–hand dynamic equilibrium: Demonstrating mathematics learning as the emergence of eye–hand dynamic equilibrium: R. Abdu et al. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Abdu%2C+Rotem%22">Abdu, Rotem</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> rotem.abdu@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Tancredi%2C+Sofia%22">Tancredi, Sofia</searchLink><relatesTo>2,3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Abrahamson%2C+Dor%22">Abrahamson, Dor</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Balasubramaniam%2C+Ramesh%22">Balasubramaniam, Ramesh</searchLink><relatesTo>4</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Studies+in+Mathematics%22">Educational Studies in Mathematics</searchLink>. Mar2025, Vol. 118 Issue 3, p505-528. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Theory+of+knowledge%22">Theory of knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Dynamical+systems%22">Dynamical systems</searchLink><br /><searchLink fieldCode="DE" term="%22Dynamic+stability%22">Dynamic stability</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+tracking%22">Eye tracking</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper combines recent developments in theories of knowledge (complex dynamic systems), technologies (embodied interactions), and research tools (multimodal data collection and analysis) to offer new insights into how conceptual mathematical understanding can emerge. A complex dynamic system view models mathematics learning in terms of a multimodal agent who encounters a set of task constraints. The learning process in this context includes destabilizing a systemic configuration (for example, coordination of eye and hand movements) and forming new dynamic stability adapted to the task constraints. To test this model empirically, we applied a method developed to study complex systems, recurrence quantification analysis (RQA), to investigate students' eye–hand dynamics during a touchscreen mathematics activity for the concept of proportionality. We found that across participants (n = 32), fluently coordinated hand-movement solutions coincided with more stable and predictable gaze patterns. We present a case study of a prototypical participant's hand–eye RQA and audio–video data to show how the student's cognitive system transitioned out of prior coordination reflective of additive thinking into a new coordination that can ground multiplicative thinking. These findings constitute empirical substantiation in mathematics education research for cognition as a complex system transitioning among dynamic equilibria. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=183641026 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10649-023-10279-0 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 505 Subjects: – SubjectFull: Artificial intelligence Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Theory of knowledge Type: general – SubjectFull: Dynamical systems Type: general – SubjectFull: Dynamic stability Type: general – SubjectFull: Eye tracking Type: general Titles: – TitleFull: Demonstrating mathematics learning as the emergence of eye–hand dynamic equilibrium: Demonstrating mathematics learning as the emergence of eye–hand dynamic equilibrium: R. Abdu et al. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Abdu, Rotem – PersonEntity: Name: NameFull: Tancredi, Sofia – PersonEntity: Name: NameFull: Abrahamson, Dor – PersonEntity: Name: NameFull: Balasubramaniam, Ramesh IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00131954 Numbering: – Type: volume Value: 118 – Type: issue Value: 3 Titles: – TitleFull: Educational Studies in Mathematics Type: main |
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