Designing embodied tasks in statistics education for Grade 10–12

Description

Invited extended paper (unpublished). Students persistently misinterpret histograms. In previous work we unraveled why. In this talk I discuss the next step of my research project: How can literature—on misinterpreting histograms and
on embodiment—in combination with results from an eye-tracking study inform embodied task design in statistics education? The findings applied in task design can be summarized in three main characteristics of the tasks: 1) sensory-motor actions evoked by the design are purposefully designed, 2) non-stacked dotplots and dotplots with histograms overlays are used to support students’
understanding of univariate data in histograms and 3) each task focuses on specific aspects of the key concept of data or distribution (e.g., the number of variables is one or the measured values for this variable can be found on the horizontal axis).

Period	11 Jul 2021 → 18 Jul 2021
Event title	14th International Congress on Mathematical Education
Event type	Conference
Location	Shanghai, ChinaShow on map
Degree of Recognition	International