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Complementing Mathematical Thinking and Statistical Thinking in School Mathematics

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Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education

Part of the book series: New ICMI Study Series ((NISS,volume 14))

Abstract

The introduction of statistics into school curriculum within the mathematics subject poses multifaceted problems to mathematics teachers. This chapter first discusses the relevance of developing mathematical and statistical literacy in schools, and secondly reflects on some current recommendations to teach statistics in the school mathematics and challenges faced in the training of teachers. Then the chapter underlines differences between mathematical and statistical thinking and suggests that, taking account of their specificities, it is possible to generate teaching strategies that allow the harmonious development of both mathematical and statistical thinking in school. Some implications for teacher training are finally included.

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Author information

Authors and Affiliations

  1. Université du Québec à Montréal, 3902 rue Drolet, Montreal, QC, H2W 2L2, Canada

    Linda Gattuso

  2. Sapienza, Università di Roma, Rome, Italy

    Maria Gabriella Ottaviani

Authors
  1. Linda Gattuso
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  2. Maria Gabriella Ottaviani
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Corresponding author

Correspondence to Linda Gattuso .

Editor information

Editors and Affiliations

  1. Fac. Ciencias de la Educación, Universidad de Granada, Granada, 18071, Spain

    Carmen Batanero

  2. Dept. Counseling,, Educational Psychology &, Michigan State University, Erickson Hall 240, East Lansing, 48824, Michigan, USA

    Gail Burrill

  3. SiMERR National Centre, University of New England, Armidale, 2350, New South Wales, Australia

    Chris Reading

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Gattuso, L., Ottaviani, M.G. (2011). Complementing Mathematical Thinking and Statistical Thinking in School Mathematics. In: Batanero, C., Burrill, G., Reading, C. (eds) Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education. New ICMI Study Series, vol 14. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1131-0_15

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