Negative impact of making a drawing on problem solving: An eyetracking study on non-linear geometry problems

Overview & Synopsis

The ability to solve problems is an important part of the mathematical curriculum. Prior research has revealed that students often apply linear solutions to non-linear problems, a phenomenon known as linear overgeneralizations. Linear overgeneralizations were found to increase when students were asked to make a drawing. The present study aims to explore this negative effect by providing insight into the role of making a drawing in the solution process of non-linear problems. Eighteen secondary school students were asked either 1) to make a drawing or 2) to make a drawing and highlight the relevant area in the drawing before problem solving. Data were collected by recording the eye movements during task processing and using a stimulated recall interview. Analysis revealed difficulties with the scale of the self-generated drawings and a lack of conceptual content knowledge, which explained the observed negative effects of making a drawing on students' performance.