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Representation is widely viewed as central to mathematical problem solving, while online scaffolding is considered helpful in supporting learners’ progress from actual to potential developmental levels of mathematics understanding. Therefore, this study investigated the effectiveness of employing online single vs. multiple representational scaffolds to facilitate students’ mathematics problem solving. Two classes (46 students) were assigned to the group with multiple representational scaffolds, while two other classes (45 students) were assigned to the group with a single representational scaffold. Results showed that using multiple representational scaffolds better-facilitated students’ mathematics conceptual understanding and problem solving than using a single representational scaffold. The progression of online problem-solving process further showed that the multiple representational scaffolds group displayed more sophisticated problem-solving performance than the single representational scaffold group as they moved from basic to advanced questions. Evidence of eye movement behaviors indicated that the multiple representational scaffolds group allocated significantly shorter mean fixation duration and mean re-reading time than the single representational scaffold group during the online problem-solving process. Relatedly, the eye movement behavior evidence demonstrated that the use of multiple representational scaffolds more efficiently and effectively facilitates students’ mathematics conceptual understanding and problem solving than the use of a single representational scaffold.

Investigate the effectiveness of single and multiple representational scaffolds on mathematics problem solving: evidence from eye movements