Analysis of eye tracking in inclusive mathematics video lessons in Brasilian high school

Abstract Large-scale assessments indicate that 68% of the Brasilians evaluated, with and without disabilities, who are at the end of basic education, have a mathematics performance below the minimum level necessary to exercise citizenship. Studies indicate that visually enriched teaching strategies are more effective than the traditional model, however, they still lack metrics to evaluate visual materials. Thus, the objective of this study was to verify the feasibility of eye tracking as an auxiliary measure in the evaluation of inclusive teaching materials in the area of ​​mathematics. Specifically, the concepts of multiplication, greatest common divisor and distribution were covered in the inclusive video lessons. To this end, we adopted the methodology of an exploratory research, having the teaching procedure evaluated using multiple baseline experimental design between mathematical concepts. The research involved the participation of 11 people with varying biopsychosocial conditions. As main results, we obtained that eye tracking provides sufficient data to assist in the evaluation of complex teaching material, managing, together with other measures, to produce a detailed report on the individual, scoring their change in behavior and detailing the barriers faced by him during the intervention. So, gaze measurements can support decision-making about educational planning.