Gaze pattern: Investigation of strategies for dealing with indirectly proportional function graphs in a thermodynamic context
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Abstract
The ability to distinguish mathematical functions is crucial for understanding complex concepts in mathematics and physics. Differentiating graphs of indirectly proportional functions from other power functions poses significant challenges for many students, which is reflected in their strategies. This study examined the gaze behavior of 80 tenth-grade students when identifying isothermal changes of state in p-V diagrams. Using gaze data and retrospective interviews, two primary strategies were identified: a focus on value pairs, where pressure and volume values were compared, and a focus on the graph of function, where the curve's trajectory was analyzed. Students who focused on value pairs exhibited mostly horizontal and vertical gaze movements, while those concentrating on the graph of function demonstrated diagonal saccades. However, many students focusing on the graph of function paid attention to irrelevant aspects, such as the position of the curve, which led to confusion between isothermal and adiabatic changes of state. The results provide insights essential for developing adaptive teaching methods that are aligned with learners' specific strategies and eye movement patterns to improve their understanding of thermodynamic function graphs.
References
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Copyright (c) 2025 Paula Fehlinger, Sebastian Becker-Genschow, Bianca Watzka
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