Density histograms can bridge the gap between histograms and continuous probability distributions, but research on how to learn and teach them is scarce. In this paper, we explore the learning of density histograms with the research question: How can a sequence of tasks designed from an embodied instrumentation perspective support students’ understanding of density histograms? Through a sequence of tasks based on students’ notions of area, students reinvented unequal bin widths and density in histograms. The results indicated that students had no difficulty choosing bin widths or using area in a histogram. Nevertheless, reinvention of the vertical density scale required intense teacher intervention suggesting that in future designs, this scale should be modified to align with students’ informal notions of area. This study contributes to a new genre of tasks in statistics education based on the design heuristics of embodied instrumentation.
