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Spatial coding of arithmetic operations in early learning: an eye tracking study in first-grade elementary school

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Children’s early arithmetic learning involves spatial attention shifts. Even after just learning subtraction, children show horizontal gaze shifts similar to adults, suggesting attention guides numerical problem-solving from the start.

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Area of Science:

  • Cognitive Development
  • Neuroscience of Education
  • Mathematical Cognition

Background:

  • Mental calculation in adults involves horizontal attention shifts along a mental number line.
  • The link between arithmetic and spatial attention is debated regarding biological versus cultural factors in development.
  • The role of formal education in establishing this link during early learning is largely unexplored.

Purpose of the Study:

  • To investigate the role of spatial attention in early arithmetic learning in children.
  • To examine gaze patterns during single-digit addition and subtraction in first-grade children.
  • To assess if early arithmetic learning is linked to spatial attention, similar to adults.

Main Methods:

  • Gaze movements were recorded in first-grade children solving single-digit addition and subtraction problems.
  • The study focused on children recently introduced to symbolic subtraction.
  • Analysis of gaze patterns to identify attentional shifts during problem-solving.

Main Results:

  • Children exhibited horizontal, but not vertical, attentional shifts during arithmetic tasks.
  • Addition problems led to more rightward gaze shifts compared to subtraction.
  • These spatial attention patterns emerged immediately upon presentation of operands and operators.

Conclusions:

  • Spatial attention plays a predictive role in guiding the search for answers in early arithmetic, even in novice learners.
  • The findings challenge the notion that extensive practice is necessary to link arithmetic to spatial attention.
  • Early education appears to facilitate the development of spatial attention mechanisms in mathematical problem-solving.