Mathematics Presentation Matters: How Superfluous Brackets and Higher‐order Operator Position in Mathematics Can Impact Arithmetic Performance

Perceptual learning theory suggests that perceptual grouping in mathematical expressions can direct students' attention toward specific parts of problems, thus impacting their mathematical reasoning. Using in‐lab eye tracking and a sample of 85 undergraduates from a STEM‐focused university, we investigated how higher‐order operator position (HOO; i.e., multiplication/division operators and the presence of superfluous brackets impacted students' time to first fixation to the HOO, response time, and percent of correct responses). Students solved order‐of‐operations problems presented in six ways (3 HOO positions × presence of brackets). We found that HOO position and presence of superfluous brackets had separate and combined impacts on calculating arithmetic expressions. Superfluous brackets most influenced undergraduates' performance when higher‐order operators were located in the center of mathematical expressions. Implications for learning and future directions are discussed about observing eye movements and gaining insights into students' processes when solving arithmetic expressions. Lay Using eye tracking, we examined how the position of higher‐order operators (i.e., multiplication and division signs) and the presence of superfluous brackets (i.e., brackets that do not change the order of calculations when included) impacted undergraduate students' attentional processing and performance when solving arithmetic expressions. The results show that including superfluous brackets was most impactful when higher‐order operators were in the center of mathematical expressions. Findings indicate how subtle changes in mathematical expressions can influence arithmetic performance.