Abstract
Students frequently misinterpret statistical graphs such as histograms and boxplots, often because they lack a clear understanding of how these graphs represent data distributions. Teachers therefore need to be able to diagnose the nature and origin of students’ misinterpretations. In our research, we developed an e-learning course designed to support pre- and in-service teachers develop these diagnostic skills. The course includes a series of eye-tracking vignettes that combine students’ gaze data, interview excerpts, and answers. In this presentation, we share preliminary findings from several of these vignettes, focusing on how teachers reason about and interpret students’ misinterpretations.
Lonneke Boels
Dr. ir. Lonneke Boels is full professor of the research group Mathematical and Analytical Competence of Professionals at HU University of Applied Sciences Utrecht. She researches how mathematical and analytical competencies, including statistical literacy, can be acquired by citizens, students and professionals. She specialises in adult, vocational, and foundational education.
Lonneke holds a PhD in mathematics education (statistics education). She taught mathematics in Grades 7–12 for about twenty years and had her own company for thirteen years in remedial teaching and tutoring arithmetic and mathematics. Prior to that, she worked in the commercial sector. Lonneke Boels studied electrical engineering at TU Delft where she also received her teaching degree.
Since 2011 Lonneke Boels regularly writes about her passion for didactics of mathematics in a Dutch journal for mathematics teachers (Euclides). Lonneke also volunteers as the chair of a problem selection committee at the international Kangaroo math competition. Lonneke is a board member of the Dutch Association of Mathematics Teachers since 2022.
Vuslat Şeker
Dr. Vuslat Şeker is a postdoctoral researcher in the research group Mathematical and Analytical Competence of Professionals at HU University of Applied Sciences Utrecht. She investigates the teaching and learning of statistics and mathematics, with a particular focus on how teachers and students make sense of statistical concepts—especially in relation to statistical graph interpretation and classroom practices.
Vuslat holds a PhD in mathematics education with a specialisation in statistics education. She has over a decade of experience in teaching mathematics and statistics, as well as in working with pre-service and in-service teachers. Currently, she contributes to the Erasmus+ project Eye Teach Stats, which supports mathematics teachers in recognising and addressing students’ difficulties in interpreting statistical graphs. She also serves as Link Convenor of Network 24 – Mathematics Education Research at the European Conference on Educational Research (ECER).