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How eye tracking may advance the field of mathematics education: a commentary on the ESM Special Issue on eye-tracking research in mathematics education: How eye tracking may advance the field of mathematics education: a commentary on the ESM Special Issue on eye-tracking research in mathematics education a commentary on the ESM Special Issue on eye-tracking research in mathematics education: A. Bikner-Ahsbahs

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Title: How eye tracking may advance the field of mathematics education: a commentary on the ESM Special Issue on eye-tracking research in mathematics education: How eye tracking may advance the field of mathematics education: a commentary on the ESM Special Issue on eye-tracking research in mathematics education a commentary on the ESM Special Issue on eye-tracking research in mathematics education: A. Bikner-Ahsbahs
Authors: Bikner-Ahsbahs, Angelika1 (AUTHOR) Bikner@math.uni-bremen.de
Source: Educational Studies in Mathematics. Mar2025, Vol. 118 Issue 3, p555-574. 20p.
Subject Terms: *Mathematics education, *Research personnel, Eye tracking, Research questions, Praxeology
Abstract: Eye-tracking technologies are increasingly being used for empirical research in mathematics education. However, we do not yet know how they are influencing the field. In this commentary paper, the articles in the Special Issue on research with eye-tracking are examined to reconstruct how they have advanced the field. To address this research aim, the construct of research praxeology is used. Based on the components of a praxeology, four types of progress are identified and characterized: Theoretical progress within a theoretical research program, methodological progress through the development of a research instrument, progress through the establishment of new types of research questions and aims, which address new topics, and progress in relation to a research technique. These types of progress show that the articles on eye tracking may advance the field by consolidating and redirecting previous research, pointing to new lines of research and providing new kinds of tasks. Knowledge of these types of progress can help researchers to shape, situate, and critically reflect on their publications. [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.)
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  Data: Eye-tracking technologies are increasingly being used for empirical research in mathematics education. However, we do not yet know how they are influencing the field. In this commentary paper, the articles in the Special Issue on research with eye-tracking are examined to reconstruct how they have advanced the field. To address this research aim, the construct of research praxeology is used. Based on the components of a praxeology, four types of progress are identified and characterized: Theoretical progress within a theoretical research program, methodological progress through the development of a research instrument, progress through the establishment of new types of research questions and aims, which address new topics, and progress in relation to a research technique. These types of progress show that the articles on eye tracking may advance the field by consolidating and redirecting previous research, pointing to new lines of research and providing new kinds of tasks. Knowledge of these types of progress can help researchers to shape, situate, and critically reflect on their publications. [ABSTRACT FROM AUTHOR]
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  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.)
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