Go to the activities.

Research publications about this embodied activity:

Boels, L., & Shvarts, A. (2023). Introducing density histograms to Grades 10 and 12 students. Design and tryout of an intervention inspired by embodied instrumentation. In G. F. Burrill, L. de Oliveria Souza & E. Reston (Eds.) Research on reasoning with data and statistical thinking: International perspectives. Advances in Mathematics Education (pp. 143–167). Springer. https://doi.org/10.1007/978-3-031-29459-4_14

Boels, L., Alberto, R. & Shvarts, A. (2023). Actions behind mathematical concepts: A logical-historical analysis. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 5083–5090). Alfréd Rényi Institute of Mathematics and ERME. https://hal.science/hal-04420753/document

Boels, L. (2021). Designing embodied tasks in statistics education for Grade 10–12.  Extended paper presented at: The 14th International Congress on Mathematical Education, Shanghai, China. (8 p.)

Other related publications about histograms:

Boels, L. (2023). Histograms. An educational eye [Dissertation]. Utrecht University. https://dspace.library.uu.nl/handle/1874/430641

Boels, L. (2023). Reflections on gaze data in statistics education. Teaching Statistics, 45, S40–S51. https://doi.org/10.1111/test.12340

Boels, L., & Van Dooren, W. (2023). Secondary school students interpreting and comparing dotplots: An eye-tracking study. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel & M. Tabach (Eds.). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, (pp. 123–130). PME. Haifa, Israel.

Boels, L., Bakker, A., & Drijvers, P. (2019). Eye tracking secondary school students’ strategies when interpreting statistical graphs. In M. Graven, H. Venkat, A.A. Essien, & P. Vale (Eds.). Proceedings of the Forty-third Conference of the International Group for the Psychology of Mathematics Education, 2, (pp. 113–120). Pretoria, South-Africa: PME.  http://www.igpme.org/publications/

Boels, L., Bakker, A., & Drijvers, P. (2019). Unravelling teachers’ strategies when interpreting histograms: an eye-tracking study. In U.T. Jankvist, M. Van den Heuvel-Panhuizen, & M. Veldhuis (Eds.). Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education, (pp. 888–895). Utrecht, The Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME11_Proceedings_2019.pdf (or: https://hal.archives-ouvertes.fr/hal-02411575/document )

Boels, L., Bakker, A., Van Dooren, W., & Drijvers, P. (2019). Conceptual difficulties when interpreting histograms: A review. Educational Research Review, 28, Article 100291, 26 p. https://doi.org/10.1016/j.edurev.2019.100291

Boels, L., Ebbes, R., Bakker, A., Van Dooren, W., & Drijvers, P. (2018). Revealing conceptual difficulties when interpreting histograms: an eye-tracking study. Invited paper, refereed. In M. A. Sorto, A. White, & L. Guyot (Eds.), Looking back, looking forward. Proceedings of the Tenth International Conference on Teaching Statistics, pp. ­1­­–4, Kyoto, Japan. Voorburg, The Netherlands: International Statistical Institute. https://iase-web.org/icots/10/proceedings/pdfs/ICOTS10_8E2.pdf