Characterization of Different Instantiations of Mathematical Blindness

• Main Authors: Garcia, Errol Matthew C, Aberin, Maria Alva Q
• Format: text
• Published: Archīum Ateneo 2019
• Subjects: Psychology of Mathematics Education; problem-solving; reasoning; eye-tracking; Educational Psychology; Mathematics; Science and Mathematics Education
• Online Access: https://archium.ateneo.edu/mathematics-faculty-pubs/197; http://ilt.nutn.edu.tw/icce2019/04_Proceedings.html
• Institution: Ateneo De Manila University

Twenty-four (24) Grade-11 senior high school students under the STEM track from a private university located in Quezon City took part in this study. Of the 24 participants who took the pre-test, only 23 proceeded with the eye-tracking test, where only 19 data were deemed treatable due to technical issues. This study examined different instantiations of mathematical blindness thru the lens of the Tripartite theory and with the help of the eye-tracking method that collected empirical data and aided in the investigation on how these instantiations manifested in participants’ mathematics problem-solving, particularly problems involving quadratic equations, ratio and proportion, geometry, and concept of speed. Other than the answers, solutions, and interviews recorded, quantifiable data were also extracted from the eye-tracker in addition to gaze movement and heat maps. Three instantiations of mathematical blindness were characterized in this study: (1) The Einstellung effect; (2) spurious correlation; and (3) intuitive rule. Among the three, the predominant instantiation of mathematical blindness observed was Spurious correlation.