Abstract
Several international studies recognise the central role of understanding in problemsolving
within the mathematics teaching-learning process. Interdisciplinary studies have shown
how the type of text affects a student's reading and, consequently, performance. It emerged that
“selective reading”, through which specific attention is paid to certain textual elements, often
causes a lack of understanding of the mathematical problem posed. The aim of our research is
to understand how some structural and textual aspects influence understanding of a mathematical
text. This research, conducted with an eye-tracker tool, shows the initial results of an exploratory
study involving university students from the Faculty of Education. In recent years,
eye-tracker technology has become an increasingly effective tool for analysing students' learning
process. At the same time, a paper- based experiment was conducted via questionnaire,
administered to grade 11 high school students. The experimentation is currently underway and
initial feedback shows significant results in terms of interpretation of the resolution processes
activated by the students.