Eye Tracking Technology in Mathematics Education Research: A Literature Review

Eye Tracking technology (ET) has been increasingly used in educational research in recent years as it facilitates precise and non-invasive tracking of eye movements, providing valuable information about cognitive processes and visual behaviour. In terms of mathematics education research, ET has been employed in various fields and contexts to investigate students' thinking and learning process. This study entails a literature review of 64 articles focused on the integration ofET technology in mathematics education, published between 2020 up to February 2025. Our first objective is to classify the domains and topics in which ET technology was used. Most studies revolve around arithmetic, algebra, geometry and statistics with the following topics: fractions, number line estimation, representations, problem solving, geometric shapes and data interpretation. In addition, the considered articles relate to various psychological concepts such as eye-mind hypothesis, processes of perception and determination, cognitive load, math anxiety, judgement accuracy and process, mental rotation. Our second aim is to analyse the limitations and challenges faced by researchers while using ET in mathematics education as well as their suggestions for further research. Considering that a vast percentage of the studies are centred on the eye-mind hypothesis (EMH), it is imperative to further investigate the relationship between eye movements and cognitive processes. Bearing in mind the inconsistent set of measurements gathered for data interpretation in these articles, from duration and count of fixations and transitions, number of horizontal and vertical saccades, pupil dilation, and dwell time, a clear need for future methodological research surfaces. In conclusion, we highlight the need and the potential offuture research in mathematics education using Eye Tracking technology.