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Distributions, Trends, and Contradictions: A Case Study in Sensemaking With Interactive Data Visualizations

Data visualizations are transforming how information is communicated. Educators should understand and support how youth reason about these complex representational artifacts. We analyze an interview in which young learners interpreted an interactive visualization as describing both relative distribution and absolute trends, and resolved conflicts related to this dual interpretation by re-aligning mathematical and personal knowledge. This case reflects a need for attention to multidimensional data and narrative design in research on data visualization literacy.