Mathematics is presented in a variety of font types across materials (e.g., textbooks, online problems); however, little is known about the effects of font type on students’ mathematical performance. Undergraduate students (N = 121) completed three mathematical tasks in a one-hour online session in one of three font conditions: Times New Roman (n = 45), Kalam (n = 41), or handwriting (n = 35). We examined whether font type impacted students’ performance, as measured by accuracy and response time, on the Perceptual Math Equivalence Task, error identification task, and equation-solving task. Compared to students in the Kalam and handwriting conditions, students in the Times New Roman condition were less accurate on the Perceptual Math Equivalence Task in which they judged whether two expressions were equivalent or not equivalent. We did not find differences between conditions in performance on error identification and equation-solving tasks. The findings have implications for research and practice. Specifically, researchers and educators may choose font types in which they present mathematics information with consideration, as font types may impact students’ mathematical processing and performance.

数学在各种材料（例如教科书、在线问题）中以各种字体类型呈现；然而，关于字体类型对学生数学成绩的影响知之甚少。本科生 ( N  = 121) 在一小时的在线课程中以三种字体条件之一完成了三项数学任务：Times New Roman ( n  = 45)、Kalam ( n  = 41) 或手写 ( n = 35). 我们检查了字体类型是否影响学生在感知数学等价任务、错误识别任务和方程式求解任务中的表现，以准确性和响应时间衡量。与 Kalam 和手写条件下的学生相比，Times New Roman 条件下的学生在判断两个表达式是否等价的感知数学等价任务中不太准确。我们没有发现错误识别和方程求解任务的性能条件之间存在差异。这些发现对研究和实践都有影响。具体来说，研究人员和教育工作者可以选择他们在呈现数学信息时考虑的字体类型，因为字体类型可能会影响学生的数学处理和表现。