From 9 to 12 September 2025, Vuslat Şeker presented at the European Conference on Educational Research (ECER) 2025 in Belgrade, in Network 24 – Mathematics Education Research. The paper, “Using Eye-Tracking Vignettes to Improve Pre-Service Teachers’ Diagnostic Skills in Histogram Interpretation,” co-authored with Lonneke Boels, Anita Alexander, Ayline Heursen, Markus Vogel, and Wim Van Dooren, examined how pre-service teachers engage with eye-tracking data to diagnose systematic errors in histogram interpretation.

From 28 July to 2 August 2025, Ayline Heursen presented the paper “Systematic Errors When Interpreting Statistical Graphs – A Systematic Literature Review” at the 48th Conference of the International Group for the Psychology of Mathematics Education (PME48) in Santiago, Chile. The paper was co-authored by Ayline Heursen, Vuslat Şeker, Anita Alexander, Wim Van Dooren, Saskia Schreiter, Frank Reinhold, Lonneke Boels, Martin Abt, and Markus Vogel. By synthesising research on histograms, dotplots, boxplots, and case-value plots, the review identified recurring systematic errors and organised them into four overarching themes, providing an important theoretical foundation for the Eye-Teach-Stats project and the development of its eye-tracking vignettes.

From 3 to 7 March 2025, Ayline Heursen presented the team’s work at the 58th Annual Conference of the Gesellschaft für Didaktik der Mathematik (GDM) in Saarbrücken, marking the society’s 50th anniversary. The presentation, “Entwicklung von Eye-Tracking Vignetten zu systematischen Fehlern bei der Interpretation statistischer Graphen” (“Developing Eye-Tracking Vignettes on Systematic Errors in Interpreting Statistical Graphs”), was co-authored with Markus Vogel, Saskia Schreiter, Frank Reinhold, Martin Abt, Lonneke Boels, Vuslat Şeker, and Wim Van Dooren. The talk introduced how the project’s eye-tracking vignettes are designed to help mathematics teachers recognise systematic errors in students’ interpretation of dotplots, histograms, boxplots, and case-value plots, and sparked discussion with the wider German-speaking mathematics education research community gathered in Saarbrücken.

From February 4th to the 8th, 2025, our team presented a poster at the 14th Congress of the European Society for Research in Mathematics Education (CERME14), held in Bozen-Bolzano, Italy. The poster, titled “Gaining Insight – Developing Eye-Tracking Vignettes for Teacher Training on Misinterpretations of Statistical Graphs,” introduced the Eye-Teach-Stats project to an international audience of mathematics education researchers. We demonstrated how eye-tracking data and student statements are combined into interactive vignettes that help future teachers diagnose and respond to common errors in graph interpretation.

On 23 November 2024, Ayline Heursen presented the paper “Systematische Fehler bei der Interpretation Statistischer Graphen – ein Systematic Literature Review” (“Systematic Errors in the Interpretation of Statistical Graphs – A Systematic Literature Review”) at the Arbeitskreis Stochastik (AK Stochastik) meeting of the Gesellschaft für Didaktik der Mathematik (GDM), co-authored with Saskia Schreiter and Markus Vogel. The talk presented preliminary findings from a systematic literature review on students’ systematic errors when interpreting statistical graphs, laying important groundwork for the eye-tracking vignettes developed within the Eye-Teach-Stats project.

From August 27th to the 30th, 2024, the members of the Eye-Teach-Stats team contributed to Symposium 6 at the EARLI SIG 3 Conference, hosted by the Technical University of Munich. The symposium, “Beyond the Surface: Investigating Conceptual Difficulties in Statistical Graph Interpretation,” featured three coordinated presentations that explored how students understand, misunderstand, and reason with statistical graphs. Eye-Teach-Stats contributions included: “Students’ Conceptual Difficulties When Interpreting Statistical Graphs”; “Misinterpretations When Dealing With Statistical Graphs – In Light of Conceptual Change”; and “Conceptual Change and Cognitive Processes When Comparing Box Plots.” The symposium reflected the theoretical foundations and instructional goals of the Eye-Teach-Stats project: helping teachers recognize and respond to systematic student errors using eye-tracking-based vignettes.

At the 57th annual conference of the Gesellschaft für Didaktik der Mathematik (GDM), held in Würzburg, Germany, our team presented the latest work from the Eye-Teach-Stats project. The talk, “Schülerinterpretationen beim Verteilungsvergleich diagnostizieren und fördern: Eye-Tracking Vignetten als neuer Ansatz für die Lehrkräfte(aus)bildung (Diagnosing and Supporting Students’ Interpretations When Comparing Distributions: Eye-Tracking Vignettes as a New Approach for Teacher (Pre-/In-Service) Education)” highlighted how eye-tracking vignettes can reveal systematic errors when comparing data distributions.

On February 29th, 2024, Eye-Teach-Stats was featured at the Thursday Colloquium of the DOK programme at the University of St. Gallen. This informal forum for Ph.D. students and invited guests offered an excellent opportunity to present work-in-progress and receive valuable constructive feedback. Our talk, titled “Fehlinterpretationen im Umgang mit statistischen Graphen diagnostizieren: Eye-Tracking Vignetten als neuer Ansatz für die Lehrkräfte(aus)bildung(Diagnosing misinterpretations in dealing with statistical graphs: Eye-tracking vignettes as a new approach for teacher training)” introduced our innovative use of eye-tracking vignettes in teacher education. We discussed how these vignettes aim to strengthen teachers’ diagnostic skills in interpreting statistical graphs.