Timeline analysis of student reading : exploring eye tracking data

Mathematics text is multisemiotic and reading such texts is typically not linear due to the interrelation between the resources natural language, symbols and images (O’Halloran, 2015). The current research explores timeline analysis of student readingas a method to investigate how students connect different resources in the mathematical text, and thus which information is gained. The focus is laid on reading central aspects of mathematical concepts, expressed in different semiotic resources, and how the meaning is expanded throughout the text (e.g. see, van Leeuwen 2005).