Does reading a mathematical proof for validation engender different behaviors from reading it for comprehension? Experts and novices each read two mathematical proofs under different sets of instructions: they were asked to understand one proof, and to assess the validity of the other. Their eye movements were recorded while they read and were analyzed to investigate possible differences in attention allocation, in cognitive demand and in the mathematical reading process. We found negligible differences in reading behaviors under the two sets of instructions, and we discuss the implications of this for theoretical development, research methodology and pedagogical practice.

中文翻译：

---

阅读证明以进行验证和理解：专家级新手的眼动研究

阅读数学证明进行验证是否与阅读理解引起了不同的行为？专家和新手分别按照不同的说明阅读两个数学证明：要求他们理解一个证明，并评估另一个证明的有效性。在阅读时记录他们的眼动，并对其进行分析，以研究注意力分配，认知需求和数学阅读过程中可能存在的差异。我们发现两组指令在阅读行为上的差异可以忽略不计，并且我们讨论了这对于理论发展，研究方法和教学实践的意义。