Uso do rastreamento ocular na formação de professores: uma revisão em geometria
DOI:
https://doi.org/10.69906/GEPEM.2176-2988.2024.997Palavras-chave:
Rastreamento ocular, Formação docente, GeometriaResumo
Este estudo captura trabalhos que usam o Rastreamento Ocular (RO) como uma das formas de produção de dados sobre a aprendizagem em geometria. A revisão ocorreu a partir do estudo de Strohmaier et al. (2020). Foram revisitados 22 artigos com foco na geometria, nenhum brasileiro. A síntese dos estudos analisados indica que os objetos de análise das investigações envolvem elementos visuais e habilidades espaciais; criatividade matemática; carga cognitiva de tarefas; duração e atenção de fixação em leitura de enunciados, figuras ou gráficos; desempenho e influência de erros e confiança na solução de problemas; e o direcionamento do olhar do professor, ao interagir com seus alunos no esclarecimento de suas dúvidas. Os conteúdos abordados envolvem resolução colaborativa de problemas geométricos, ensino de coordenadas cartesianas, problemas em cálculo vetorial, leitura de figuras em provas de geometria, visualização espacial em problemas matemáticos, avaliação da imaginação espacial em alunos do ensino fundamental. Há um predomínio de pesquisas com alunos, e o desdobramento da análise aqui ilustrada objetiva trazer possíveis contributos do RO para a formação docente – particularmente, sobre tarefas propostas em cenários com RO.
Referências
ALQASSAB, Maryam; STRIJBOS, Jan-Willem; UFER, Stefan. The impact of peer solution quality on peer-feedback provision on geometry proofs: Evidence from eye-movement analysis. Learning and Instruction, v. 58, n. 1, p. 182-192, 2018.
BAIRRAL, Marcelo; ALDON, Gilles. A review based on task design on eye-tracking studies. Submetido.
BAIRRAL, Marcelo; HENRIQUE, Marcos Paulo; ASSIS, Alexandre. Moving parallel and transversal lines with touches on smartphones: A look through screenrecording. The Mathematics Enthusiast, Missoula, v. 19, n. 1, p. 114-135, jul. 2022. doi:10.54870/1551-3440.1546
BAIRRAL, Marcelo Almeida; MENEZES, Rhômulo Oliveira. Elaboração e mapeamento de pesquisas com tecnologias: olhares e possibilidades. 1. ed. Porto Alegre: Fi, 2023. doi:10.22350/9786559176779
CHEN, Yi-Chun; YANG, Fang-Ying. Probing the relationship between process of spatial problems solving and science learning: An eye tracking approach. International Journal of Science and Mathematics Education, v. 12, n. 3, p. 579-603, 2014.
DAMÁSIO, António. O mistério da consciência: do corpo e das emoções do conhecimento de si. Tradução de L. T. Motta. São Paulo: Companhia das Letras, 2000.
DENG, Ruigi; GAO, Yifan. A review of eye tracking research on video-based learning. Educ Inf Technol, v. 28, p. 7671-7702, dez. 2022.
EPELBOIM, Julie; SUPPES, Patrick. A model of eye movements and visual working memory during problem solving in geometry. Vision Research, v. 41, n. 12, p. 1561-1574, 2001.
FRY, CAROL. J. Eye fixations during the reading and solution of word problems containing extraneous information: Relation to spatial visualization ability. In: BORBA, Andrea (Org.). Proceedings of the 12th PME International Conference. 1988. p. 326-333.
HAATAJA, Eeva; GARCIA MORENO-ESTEVA, Enrique; TOIVANEN, Miika; HANNULA, Markku S. Teacher’s gaze behavior when scaffolding peer interaction and mathematical thinking during collaborative problem-solving activity. In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. PME International Group for the Psychology of Mathematics Education, 2018.
HAATAJA, Eeva; TOIVANEN, Miika; LAINE, Anu; HANNULA, Markku S. Teacher-student eye contact during scaffolding collaborative mathematical problem-solving. LUMAT: International Journal on Math, Science and Technology Education, v. 7, n. 2, p. 9-26, 2019.
HANNULA, Markku S.; TOIVANEN, Miika; GARCIA MORENO-ESTEVA, Enrique. Eye movements during collaborative geometry problem solving lesson: PME & Yandex Russian Conference. In: Proceedings of the PME and Yandex Russian conference, p. 138-145, 2019. Disponível em:
https://researchportal.helsinki.fi/en/publications/eye-movements-during-collaborative-geometry-problem-solving-lesso. Acesso em: 05 abr. 2023.
HANNULA, Markku; WILLIAMS, Gaye. Silent gazing during geometry problem solving, insights from eye tracking. In: Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education. Szeged: PME, 2016. p. 353-360.
HOLMQVIST, Kenneth; NYSTRÖM, Marcus; ANDERSSON, Richard; DEWHURST, Richard; JARODZKA, Halszka; VAN DE WEIJER, Joost. Eye tracking: A comprehensive guide to methods and measures. 1. ed. Nova Iorque: OUP Oxford, 2011.
KLEIN, P.; VIIRI, J.; MOZAFFARI, S.; DENGEL, A.; KUHN, J. Instruction-based clinical eye-tracking study on the visual interpretation of divergence: How do students look at vector field plots? Physical Review Physics Education Research, v. 14, n. 1, 2018.
KRICHEVETS, Anatoly N.; SHVARTS, Anna Yu; CHUMACHENKO, Dmitrii V. Perceptual action of novices and experts in operating visual representations of a mathematical concept. Психология. Журнал Высшей школы экономики, v. 11, n. 3, p. 55-78, 2014.
LEE, Wei-Kuang; WU, Chao-Jung. Eye movements in integrating geometric text and figure: Scanpaths and given-new effects. International Journal of Science and Mathematics Education, v. 16, n. 4, p. 699-714, 2017.
LIN, John Jr-Hung; LIN, Sunny S. J. Cognitive load for configuration comprehension in computer-supported geometry problem solving: An eye movement perspective. International Journal of Science and Mathematics Education, v. 12, n. 3, p. 605-627, 2013.
LIN, John Jr-Hung; LIN, Sunny S. J. Tracking eye movements when solving geometry problems with handwriting devices. Journal of Eye Movement Research, v. 7, n. 1, 2014.
LIN, Tsai-Wen; WU, Chao-Jung; SOMMERS, S. The influence of reading figures in geometry proof on eye movement. Proceedings of PME 36, v. 3, p. 147-152, 2012.
MERSCHMEYER-BRÜWER, Carla. How do primary school pupils “see” and structure two-dimensional representations of cube configurations? Case studies with analyses of eye movements during spatial structuring processes. In: TÖRNER, Günter et al. (Org.). Developments in mathematics education in German-speaking countries. Selected Papers from the Annual Conference on Didactics of Mathematics, Ludwigsburg, 2001. p. 83-97.
MULDNER, Kasia; BURLESON, Winslow. Utilizing sensor data to model students’ creativity in a digital environment. Computers in Human Behavior, v. 42, n. 1, p. 127-137, 2015.
ÖGREN, Magnus; NYSTRÖM, Marcus; JARODZKA, Halszka. There’s more to the multimedia effect than meets the eye: is seeing pictures believing? Instructional Science, v. 45, n. 2, p. 263-287, 2017.
RÊGO, Rogéria Gauencio; RÊGO, Rômulo Marinho; VIEIRA, Kleber Mendes. Laboratório de ensino de geometria. Campinas: Autores Associados, 2012.
ROACH, Victoria A.; FRASER, Graham M.; KRYKLYWY, James H.; MITCHELL, Derek G.V.; WILSON, Timothy D. The eye of the beholder: Can patterns in eye movement reveal aptitudes for spatial reasoning? Anatomical Sciences Education, v. 9, n. 4, p. 357-366, 2016.
SALEMA, Vitor; RODRIGUEZ, Carla; SATO, João. Eye-tracking aplicado a recursos pedagógicos visuais e multimídia: um mapeamento sistemático. In: Simpósio Brasileiro de Informática na Educação-SBIE. Anais… Simpósio Brasileiro de Informática na Educação-SBIE. Brasília, 2019. p. 1780-1789.
SANTOS, Cleane Aparecida; NACARATO, Adair Mendes. Aprendizagem em Geometria na educação básica: a fotografia e a escrita na sala de aula. 1. ed. Belo Horizonte: Autêntica, 2014.
SCHIMPF, Florian; SPANNAGEL, Christian. Reducing the graphical user interface of a dynamic geometry system. ZDM, v. 43, n. 3, p. 389-397, 2011.
SCHINDLER, Maike; LILIENTHAL, Achim J.; CHADALAVADA, Ravi; ÖGREN, Magnus. Creativity in the eye of the student. Refining investigations of mathematical creativity using eye-tracking goggles. In: Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education (PME). 2016. p. 163-170.
SHVARTS, Anna. A dual eye-tracking study of objectification as student-tutor joint activity appropriation. In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. Umeå, Sweden: PME, 2018a. p. 171-178.
SHVARTS, Anna. Joint attention in resolving the ambiguity of different presentations: A dual eye-tracking study of the teaching-learning process. In: PRESMEG, N.; RADFORD, L.; ROTH, W. M.; KADUNZ, G. (Eds.). Signs of Signification: Semiotics in Mathematics Education Research, Cham, Switzerland: Springer, 2018b. p. 73-102.
SOARES, Raimundo da S.; LUKASOVA, Katerina; CARTHERY-GOULART, Maria Teresa; SATO, João Ricardo. Student’s perspective and teachers’ metacognition: Applications of eye-tracking in education and scientific research in schools. Frontiers in Psychology, 12, 2021. doi:10.3389/fpsyg.2021.673615
STROHMAIER, Anselm R.; MACKAY, Kelsey J.; OBERSTEINER, Andreas; REISS, Kristina M. Eye-tracking methodology in mathematics education research: A systematic literature review. Educational Studies in Mathematics, v. 104, n. 2, p. 147-200, 2020.
TSAI, Meng-Jung; HOU, Huei-Tse; LAI, Meng-Lung; LIU, Wan-Yi; YANG, Fang-Ying. Visual attention for solving multiple-choice science problem: An eye-tracking analysis. Computers & Education, v. 58, n. 1, p. 375-385, 2012. Disponível em: https://www.learntechlib.org/p/50672/. Acesso em: 30 jul. 2023.
VERDINE, Brian N.; BUNGER, Ann; ATHANASOPOULOU, Angeliki; GOLINKOFF, Roberta Michnick; HIRSH-PASEK, Kathy. Shape up: An eye-tracking study of preschoolers’ shape name processing and spatial development. Developmental Psychology, v. 53, n. 10, p. 1869-1880, 2017.
WANG, Hsiao-Shen; CHEN, Yi-Ting; LIN, Chih-Hung. The learning benefits of using eye trackers to enhance the geospatial abilities of elementary school students. British Journal of Educational Technology, v. 45, n. 2, p. 340-355, 2013.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2024 Marcelo Almeida Bairral, Rhomulo Oliveira Menezes, Marcos Paulo Henrique
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
