Strategy use in number line tasks of students with mathematical difficulties: an eye-tracking study

Abstract

The number line is an important mathematical tool, especially in primary education. Previous research suggests that students with mathematical difficulties (MD) tend to have difficulties in empty number line tasks, but little is known about marked number lines. The aim of this study was to investigate if students with MD differ in their strategy use from students without MD in marked number line tasks. In our empirical study with fifth-grade students with and without MD (each n=20), we used eye tracking (ET), the recording of eye movements to gain insights into students’ strategies. Based on ET video data, we inductively developed a category system of student strategies using qualitative content analysis. Our data analysis revealed significant differences: Students with MD used counting strategies more often—and less direct locating.