Teaching Statistics with meaning and in context through problem solving
DOI:
https://doi.org/10.5377/ryr.v53i53.10897Keywords:
Statistical litreracy, reasoning and thinking, statistical education, contextualized problem solving, statistical investigative processAbstract
Nowadays there is an awareness of the need for statistically educated citizens, in the sense that they possess the skills and capacities to efficiently and critically handle information, understand the variability of phenomena and make intelligent decisions in uncertain situations. This requires Statistics to be taught meaningful and contextualized. In this article we begin by referring to Statistics as a tool for life and the statistical culture that every citizen should achieve; then we conceptualize Statistical Education and the key elements of teaching this discipline, to finally focus on problem solving as a way to develop a statistical literacy, reasoning and thinking. Some examples of problems concerning Curcio’s reading data levels as well as different types of contexts as those proposed by Diaz and Poblete and OECD and Wild and Pfannkuch’s investigative cycle, are analyzed. The conclusions aim to reinforce research on teachers preparation to bring contextualized and meaningful teaching of statistics to the classroom, in order to contribute to the formation of critical citizens.
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Instituto de Ciencia, Tecnología e Innovación (ICTI)
Reality and Reflection
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