This study aimed to determine if there are differences in students’ mathematical problemsolving processes based on the method of problem presentation, using cognitive neuroscience as a basis. It particularly analyzed the differences between comics and text, which are variously used in textbooks. Elementary students in grades 5 and 6 solved two types of math problems presented in comics and text, and their eye movements and brain activity were measured using an eye tracker and fNIRS device. When the same problems were presented in both comics and text, neuroimaging results showed higher brain activation during comic-based problem-solving, though this difference was not statistically significant. Analysis of eye-tracking data revealed that the comic group had longer fixation durations compared to the text group, while the number of fixations was similar between the groups. These findings oppose concerns that educational comics might hinder active cognitive processes or distract students’ attention. Based on these results, this study proposes strategies for using educational comics in mathematical problem-solving.