Abstract:
Education research on probability frequently raises concerns about the lack of effective strategies for teaching and learning probability. Using an interactive eikosogram, a visual representation of a two-way table of information, we explore Year 13 students’ reasoning, interaction and comprehension behaviours associated with the display. In this paper we focus on four students as they explored data on their own. Although the students had difficulties posing investigative questions and reasoning from the eikosogram, we conjecture that the eikosogram may have the potential to assist proportional reasoning and the verbalization of simple, conditional and joint probability stories from data. To elucidate the reasoning that can be stimulated when students interact with an eikosogram we present an eikosogram graphicacy framework.
