Mental calculation achievement according to teaching approach: A study with eye-tracking from a neurocognitive approach

Currently mathematics difficulties in schools are a major problem due to several factors. Some research suggest that teaching-learning methodology could be one of the causes. As result, alternative teaching methods traditional approach (ciphers-based closed algorithm [CBC]) have emerged, such as numbers-based open (ABN) method. about this new has including neuropsychological studies. The current study aims analyze performance and potential cognitive differences solving computerized task linked eye-tracking device, comparing CBC ABN approaches. 18 5th & 6th graders participants were evaluated through mental arithmetic task. Nine learned with CBC, nine approach. Participants distributed according his/her mathematical rate three sub-groups, students per sub-group: low, medium, high. method group obtained higher overall score (mean [M]<sub>CBC</sub>=16.22; M<sub>ABN</sub>=17.11), but not statistically significant (p=.690). However, been found two measures. lower number fixations average areas interest [AOIs]) (M<sub>CBC</sub>=5.01; M<sub>ABN</sub>=3.85; p=.001), pupil diameter AOIs (M<sub>CBC</sub>=4.07; M<sub>ABN</sub>=3.91; p=.001). This occurred regardless participants’ performance. These results between groups performance, effort spent