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Area of Science:

  • Cognitive Science
  • Educational Psychology
  • Mathematics Education

Background:

  • Understanding cognitive processes in mathematics learning is crucial for developing effective educational strategies.
  • Eye-tracking and cognitive assessments offer objective measures of learning and reasoning.
  • The impact of instructional aids, like solution templates, on mathematical reasoning requires further investigation.

Purpose of the Study:

  • To present a dataset comprising eye-tracking metrics, cognitive test scores, and performance data from a mathematics education study.
  • To investigate how the presence or absence of solution templates affects mathematical reasoning and learning.

Main Methods:

  • Data collection involved eye-tracking (dwell time, fixations), cognitive assessments (Raven's Advanced Progressive Matrices, Operation Span), and mathematics task performance (practice and test scores).
  • Participants engaged with two types of mathematics tasks: those with solution templates and those without.
  • Data was Z-transformed for cognitive measures to ensure comparability.

Main Results:

  • The dataset includes detailed eye-tracking data, cognitive performance metrics, and educational scores.
  • The study design allows for the analysis of how solution templates modulate cognitive load and reasoning strategies during mathematical problem-solving.
  • Performance differences between tasks with and without templates are available for analysis.

Conclusions:

  • This data article facilitates further research into the cognitive underpinnings of mathematics learning.
  • The provided dataset can be used to explore the differential effects of instructional support on mathematical reasoning.
  • Future analyses can leverage this data to inform the design of more effective mathematics education interventions.