Unravelling teachers’ strategies when interpreting histograms: an eyetracking study

Abstract

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.