SGER: Eye Tracking for the Study of Seeing and Imagining

SGER:用于研究观看和想象的眼动追踪

基本信息

  • 批准号:
    0317670
  • 负责人:
  • 金额:
    $ 4.85万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2003
  • 资助国家:
    美国
  • 起止时间:
    2003-05-15 至 2004-04-30
  • 项目状态:
    已结题

项目摘要

A central theme of the "Math in Motion project is the relationship between seeing and imaging in mathematics learning; through our work we have become deeply interested in conducting studies based on eye movements. This SGER proposal fulfills an opportunity cost in the sense of taking advantage of an ongoing prjoect that will provide a timely conceptual background and practical need for the proposed work. I t will allow us to conduct interviews with high school students in whichg they will interpret and draw graphs for the motion of an imaginary object. We will analyze the data collected with an eye tracker in conjunctions with the videotaped interview and its transcription. We will examine how thte interviewee's scanpaths change as she tries to see and imagine different aspects of the motion symbolized by the graph. These exploratory studies will illuminate the following research questions of the project included in the Math in Motion proposal: "How does bodily action/perception become part of imagining the mothion and shape of mathematical enitities? In which ways do students' understanding of properties come to mold their bodily action/perception?" As far as we know, the existing studies in mathematics education tracking eye motion have focused on ascertaining how experts and novices pay atteention to different aspect of videotaped episodes or to validate formal models of information processing. Our aim is different and more in the tradition of Yarbus (1967): the conduction of case studies analyzing patterns of indivi8dual canpaths depending on the viewer's questions and what she is trying to imagine.
“运动中的数学”项目的中心主题是数学学习中视觉与想象之间的关系;通过我们的工作,我们对进行基于眼球运动的研究产生了浓厚的兴趣。该SGER提案在利用正在进行的项目的意义上实现了机会成本,该项目将为提议的工作提供及时的概念背景和实际需求。它将允许我们对高中生进行采访,让他们解释和绘制一个想象物体的运动图表。我们将分析用眼动仪收集到的数据,并结合采访录像及其转录。我们将研究当受访者试图看到和想象图形所代表的运动的不同方面时,她的扫描路径是如何变化的。这些探索性研究将阐明运动中的数学提案中包含的项目的以下研究问题:“身体的动作/感知如何成为想象数学实体的运动和形状的一部分?”学生对属性的理解如何塑造他们的身体行为/感知?”据我们所知,现有的数学教育眼动跟踪研究主要集中在确定专家和新手如何注意录像片段的不同方面,或者验证信息处理的形式化模型。我们的目标是不同的,更像Yarbus(1967)的传统:根据观众的问题和她试图想象的东西,进行案例研究,分析个体路径的模式。

项目成果

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Ricardo Nemirovsky其他文献

Children creating ways to represent changing situations: On the development of homogeneous spaces
  • DOI:
    10.1023/a:1013806228763
  • 发表时间:
    2001-01-01
  • 期刊:
  • 影响因子:
    1.900
  • 作者:
    Ricardo Nemirovsky;Cornelia Tierney
  • 通讯作者:
    Cornelia Tierney
On Mathematical Visualization and the Place Where We Live
  • DOI:
    10.1023/a:1002983213048
  • 发表时间:
    1996-01-01
  • 期刊:
  • 影响因子:
    1.900
  • 作者:
    Ricardo Nemirovsky;Tracy Noble
  • 通讯作者:
    Tracy Noble
Learning to See: Making Sense of the Mathematics of Change in Middle School
  • DOI:
    10.1023/b:ijco.0000040891.50250.7e
  • 发表时间:
    2004-05-01
  • 期刊:
  • 影响因子:
    3.500
  • 作者:
    Tracy Noble;Ricardo Nemirovsky;Cara Dimattia;Tracey Wright
  • 通讯作者:
    Tracey Wright
Talking About Teaching Episodes
  • DOI:
    10.1007/s10857-005-3848-3
  • 发表时间:
    2005-10-01
  • 期刊:
  • 影响因子:
    1.800
  • 作者:
    Ricardo Nemirovsky;Cara DiMattia;Branca Ribeiro;Teresa Lara-Meloy
  • 通讯作者:
    Teresa Lara-Meloy
PME Special Issue: Bodily Activity and Imagination in Mathematics Learning
  • DOI:
    10.1007/s10649-004-5933-4
  • 发表时间:
    2004-11-01
  • 期刊:
  • 影响因子:
    1.900
  • 作者:
    Ricardo Nemirovsky;Marcelo Borba;Cara Dimattia;Ferdinando Arzarello;Ornella Robutti;Marty Schnepp;Daniel Chazan;Chris Rasmussen;Jennifer Olszewski;Kevin Dost;James L. Johnson;Marcelo C. Borba;Nilce Fatima Scheffer
  • 通讯作者:
    Nilce Fatima Scheffer

Ricardo Nemirovsky的其他文献

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{{ truncateString('Ricardo Nemirovsky', 18)}}的其他基金

Research: InforMath: Mathematics to Enrich Learning Experiences in Science and Art Museums
研究:InforMath:数学丰富科学和艺术博物馆的学习体验
  • 批准号:
    1323587
  • 财政年份:
    2013
  • 资助金额:
    $ 4.85万
  • 项目类别:
    Continuing Grant
Tangibility for the Teaching, Learning, and Communicating of Mathematics
数学教学、学习和交流的有形性
  • 批准号:
    0816406
  • 财政年份:
    2008
  • 资助金额:
    $ 4.85万
  • 项目类别:
    Continuing Grant
Math in Motion: Investigating the relationship between formal mathematics and body action
运动中的数学:研究形式数学与身体动作之间的关系
  • 批准号:
    0087573
  • 财政年份:
    2000
  • 资助金额:
    $ 4.85万
  • 项目类别:
    Continuing Grant
Preliminary Exploration of Tomographic Microscopy
断层显微技术的初步探索
  • 批准号:
    0084694
  • 财政年份:
    2000
  • 资助金额:
    $ 4.85万
  • 项目类别:
    Standard Grant
Bridging Research and Practice
连接研究与实践
  • 批准号:
    9805289
  • 财政年份:
    1998
  • 资助金额:
    $ 4.85万
  • 项目类别:
    Continuing Grant
Students' Conceptions of the Mathematics of Change and Variation'...
学生对变化与变异的数学概念...
  • 批准号:
    9155746
  • 财政年份:
    1992
  • 资助金额:
    $ 4.85万
  • 项目类别:
    Continuing Grant
U.S.-Mexico Cooperative Research: Expert/Novice Conceptual Approaches to Calculus
美国-墨西哥合作研究:专家/新手的微积分概念方法
  • 批准号:
    9115930
  • 财政年份:
    1992
  • 资助金额:
    $ 4.85万
  • 项目类别:
    Standard Grant
Measuring and Modeling: Towards a Conceptual Understanding of Science and Mathematics
测量和建模:对科学和数学的概念性理解
  • 批准号:
    8855644
  • 财政年份:
    1990
  • 资助金额:
    $ 4.85万
  • 项目类别:
    Continuing Grant

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Combining eye-tracking and comparative judgments to identify proficiency differences for more effective language learning
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An Eye-Tracking Study: Exploring Integrated Reading Tasks in the New Format of the English Common Test for Japanese University Admissions
眼动追踪研究:探索日本大学入学英语通用考试新形式中的综合阅读任务
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  • 财政年份:
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