Navigating between abstraction and context in secondary school statistics education ( Nadando entre dos orillas

(Abstracción y contexto en educación estadística en Secundaria )

Bibliographic Data

ID12486136
AuthorsLuis J Rodrı́guez-Muñiz (0000-0001-8702-8361, Universidad de Oviedo, corresponding author), Laura Muñiz‐Rodríguez (0000-0001-7487-5588, Universidad de Oviedo), Israel García-Alonso (0000-0002-1158-086X, Universidad de La Laguna), Paula Lopez (0000-0002-5610-4242, Universitat de Girona), Claudia Vásquez (0000-0002-5056-5208, Pontificia Universidad Católica de Chile), Alex Alsina (0000-0001-8506-1838, Universitat de Girona)
Year2022
Volume34
Issue3
Pages689-725
Publication date2022-05-23
Open AccessNo
TypeARTICLE
VenueCulture and Education (JOURNAL)
Journal identifiersISSN: 1135-6405 • E-ISSN: 1578-4118
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/11356405.2022.2058794
OpenAlexW4281292964
LanguageEN
References cited44

Context is a key element in statistics education. The objective of this study is to examine the capacity of 14- and 15-year-old students to work with real data, analyse statistical graphs and frequency tables and interpret statistical data in its context. The results of the descriptive, exploratory analysis show that most students were correctly able to analyse and interpret data presented through statistical graphs and tables. However, some students had difficulties when it came to identifying the represented variables. More difficulties arose when calculating and interpreting means and medians — generally produced from the use of class midpoints — and making decisions. Students made little use of the context the data were presented in. Results reinforce the importance of using context in the teaching of statistics, encouraging justified decision-making

Abstraction · Context (archaeology · Epistemology · Geography · Humanities · Mathematics education · Secondary education · Philosophy · Psychology · Statistics Education and Methodologies

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