Temitope F. Egbedeyi, a Nigerian-born scholar and PhD candidate at Kent State University, is leading a novel study that uses eye-tracking technology to better understand how Grade 3 students develop multiplicative reasoning skills. The research, which is attracting attention across North America, seeks to offer new insights into how children engage with mathematics beyond traditional testing methods.

His study, titled “The Impact of Sociomathematical Norms on Grade 3 Students’ Multiplicative Reasoning: An Eye-Tracking Study,” captures students’ gaze patterns during problem-solving tasks, providing a window into their real-time cognitive processes. It is one of the first studies to apply this technology specifically to early mathematics education.

Speaking at the 2025 American Association of Colleges for Teacher Education (AACTE) Annual Meeting in Long Beach, California, Egbedeyi described the potential of eye-tracking to transform how educators interpret learning behavior. “Eye-tracking allows us to see what students are truly attending to, not just what they write or say,” he said. “It’s a tool for uncovering patterns of reasoning and for giving voice to students who may otherwise be misunderstood.”

The research has practical implications for teacher training and classroom design, particularly for underserved student populations. By revealing how students process mathematical information, the work aims to support more inclusive and responsive instructional practices.

Egbedeyi’s broader research portfolio includes over 20 peer-reviewed publications addressing topics such as fraction error analysis, socio-mathematical norms, and the integration of indigenous games in early learning. His work spans both African and American educational contexts and reflects a consistent focus on quality early childhood education.

He has contributed to several funded research projects, including a National Science Foundation (NSF) DRK-12 grant, and holds a lifetime membership in the Pi Lambda Theta Honor Society. His academic contributions have earned him multiple awards for research and conference presentations.

In addition to his research, Egbedeyi serves as a reviewer for several academic journals and frequently presents at international conferences.

With roots in Nigerian classrooms and a growing presence in American academia, Egbedeyi is helping reshape early childhood mathematics education through innovative research and a commitment to equitable learning for all students.