초등 수학 교과서 도입부의 글과 삽화 제시 방법에따른 학생 시선의 특성

Abstract

This study examines the characteristics of eye movement during problem-solving basedon the presentation of introductory text and illustrations in mathematics textbooks andproposes effective presentation methods. Text and illustrations were categorized intoessential and supplementary content, with supplementary content further classified byits equivalence to text. Eye-tracking data revealed that students referenced both text andillustrations, transitioning their gaze from text to illustrations. Fixation duration was longeston key elements such as speech bubble and relevant objects. Regardless of presentation format, students first fixated on text before shifting to speech bubble, prioritizing problem-relevant information over sequential reading. Higher text-illustration equivalence led to greater illustration use, but students also utilized illustrations when they perceived ameaningful connection. These findings provide insights into effective text and illustrationpresentation for enhancing problem-solving in mathematics education.