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This article investigates how 14- to 16- year-old students interpret representations of multivariate data generated by data visualisation tools and how they then seek to construct their own meaningful data visualizations that highlight emerging important aspects of data. Students were asked a single question - about where they would like to live - that involved reasoning about a complex data set with many different variables that they were able to explore using a dynamic visualization tool that allowed them to easily generate multiple visualizations of the relevant data set. Findings show the diverse inferences that students articulated to reason about covariation between multiple variables while using the cycle of inquiry and visual analysis. Students revisited their specific kinds of inferences while using complex data visualisation tools, inventing and revising their visual representations of data. Once they obtained some necessary insight, they readily made an informed decision. |
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