Integrating the curriculum: Mathematics, statistics, data literacy, and data science
DOI:
https://doi.org/10.52041/iase24.504Abstract
Many argue that all students should be prepared for a data driven world, implying statistical/data literacies should be part of their school experience. Across countries, the content in curricular documents at the secondary level related to these topics varies greatly from very little to some data analysis to simulation-based inference. In many countries, statistics is an elective course or added onto the mathematics curriculum. In the former case, students not choosing those courses are not prepared to make sense of a world of data and in the latter, statistical/data content is at the end of a mathematics course and often omitted. This paper argues for integrating mathematics and statistics through data and addresses two research questions: 1) to what extent and how are statistical ideas involving data envisioned and enacted in typical secondary school curricula across different countries and 2) in what ways can data-driven activities be integrated into the secondary school mathematics curriculum.References
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