Eye-tracking studies need adequate theoretical frameworks for producing insights about mathematics learning. The current study uses eye-tracking to investigate the effectiveness of tables and diagrams for supporting covariational reasoning amongst elementary students (n = 60). The theoretical framework emphasizes the cognitive functions of representations. Students showed more covariational reasoning around diagrams. The fixations showed that tables concentrated students' attention on the dependent variable data, whereas diagrams distributed students' attention evenly across the numeric and visual elements of the task. According to the theoretical framework, tables did not constrain a covariational interpretation of numerical data, whereas diagrams effectively constrained covariational interpretations, disrupting recursive tendencies and promoting the construction of a mental model of covariation. [For the complete proceedings, see ED629884.]