Numerical problem difficulty and lower mathematical abilities increase attention on numbers during the second solution phase¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Numerical difficulty significantly increased fixation durations on numbers in the second solution phase, and higher mathematical abilities shortened fixation durations on numbers in the second phase. → Strohmaier 2025

Evidence¶

Strohmaier 2025¶

Strohmaier, A. R., Schons, C., Knabbe, A., Vogel, M., Saado, K., & Obersteiner, A. (2025). The relation between text comprehension and computation in mathematical word-problem solving. Learning and Instruction, 101, 102235. https://doi.org/10.1016/j.learninstruc.2025.102235

q3 · i? · causal · r2

Linear mixed-model analysis of the same eye-tracking study (Table 2): numerical difficulty on numbers in second phase, estimate = 6.68, p < .001; mathematical abilities estimate = -2.09, p < .001. The text notes effects on numbers were "substantially larger than on situational text". No standardized effect size printed.

"Results show that numerical problem difficulty significantly increased fixation durations both on numbers and situational text in the second solution phase. The effects on fixation durations on numbers were substantially larger than on situational text."

Discussion¶

Related Claims¶

• Numerical difficulty and mathematical abilities also affect attention on situational text in the second phase (attention-crossover supporting integrated models) — related
• No evidence for phase-crossover effects predicted by flexible models — related
• Numerical problem difficulty lowers word-problem solution probability; both abilities raise it — related
• Placing the question first reduces first-phase attention but increases second-phase attention (with mixed robustness) — related