Author name: RosaA

In Leuven, our team met in person to build on the insights from the systematic literature review and align our approach to vignette development. A key outcome of this meeting was the decision to distinguish clearly between student errors (at the behavioral level) and their underlying conceptual difficulties (at the cognitive level). This dual perspective now forms the foundation for how we select, describe, and structure vignette content. We also agreed to adopt the 4C/ID model an Merriënboer & Kirschner, 2018) as the guiding instructional design framework for our teacher training modules. This meeting marked a crucial step in translating research into usable, structured learning materials.

During our third project meeting, held online on February 2, we shared and discussed our very first vignette prototypes. These short learning modules combine real student responses with eye-tracking video, offering teachers a powerful window into how students approach graph interpretation tasks. It’s exciting to see our materials moving from research to practice—we can’t wait to test and refine them further!

Our first in-person meeting took place at Heidelberg University of Education, where partner teams presented key research on how students (mis)interpret statistical graphs. We explored how these common difficulties could be made visible through eye-tracking videos, and how this technology might help teachers gain new insights into student thinking. It was inspiring to meet in person and see our shared ideas begin to take shape!

Our international project, Eye-Teach-Stats, officially kicked off with an online meeting on October 23, 2023! Together with colleagues from Germany, Belgium, and the Netherlands, we launched a collaboration to support (future) mathematics teachers in identifying and addressing common student difficulties in interpreting graphs like histograms, dotplots, boxplots and case-value plots. Over the coming months, we’ll be designing interactive, eye-tracking-based learning materials to bring these insights to life. We’re excited to begin this journey and look forward to sharing our progress with you!

In our fourth online project meeting, we focused on the initial findings of our ongoing systematic literature review. As part of this process, we began identifying recurring patterns in how students misinterpret statistical graphs. These insights helped shape our thinking about how to structure the vignettes and which types of errors to prioritize. This meeting laid the groundwork for our face-to-face meeting in Leuven, where we would continue connecting research insights to practice.