Strategiegebruik op de getallenlijntaak geanalyseerd met behulp van eye-tracking

Translated title of the contribution: Strategy use on the number line task analyzed with eye-tracking

W. D. Schot*, S. Van Viersen, J. E. Van't Noordende, E. M. Slot, E. H. Kroesbergen

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review


The number line task is used to measure the ability to match number symbols to non-symbolic values or quantities. In addition to performance measures (mean percent absolute error or R<sup>2</sup>), a number of researchers has investigated the eyemovements that children make while deciding where to place a number on the number line in order to map out their strategy use. In this study, we tracked the eye-movements of children with and without dyscalculia while they were doing the number line task. The fixations of the children were related to the correct response and the actual response at the item level. We showed that there were clear individual differences in the strategies that children use. As expected, the children with dyscalculia scored lower on the performance measures than the control children. Additionally, the looking behavior of the child with the most severe mathematics problems also deviated most from the looking behavior of the control children. This study shows that mapping out the fixations of children during the number line task in great detail can help to determine which strategies children use when placing numbers on the number line.

Translated title of the contributionStrategy use on the number line task analyzed with eye-tracking
Original languageDutch
Pages (from-to)55-69
Number of pages15
JournalPedagogische Studiën
Issue number1
Publication statusPublished - 2015


Dive into the research topics of 'Strategy use on the number line task analyzed with eye-tracking'. Together they form a unique fingerprint.

Cite this