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Communication Dans Un Congrès Année : 2019

Unravelling teachers’ strategies when interpreting histograms: an eye-tracking study

Résumé

The scarce research on teachers indicate that they often misinterpret histograms. We conjecture that the confusion of histograms with case-value plots is the source of many misinterpretations. Therefore, the question for this study is: what are the most common strategies of secondary school teachers when interpreting histograms and case-value plots? To answer this question, we use a method that allows for a more in-depth analysis of twelve teachers’ interpretations of graphical representations than was ever possible before: eye-tracking combined with retrospective verbal reports. Preliminary results show that several teachers apply a case-value plot interpretation strategy on a histogram. Furthermore, some participants use an area interpretation strategy or histogram interpretation strategy applied to a case-value plot. In addition, gaze data suggest that teachers use strategies that did not reach awareness and therefore will not be reported during thinking aloud protocols.
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Dates et versions

hal-02411575 , version 1 (15-12-2019)

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  • HAL Id : hal-02411575 , version 1

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Lonneke Boels, Arthur Bakker, Paul Drijvers. Unravelling teachers’ strategies when interpreting histograms: an eye-tracking study. Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02411575⟩

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