Critical statistics education: High school students’ experiences in statistical thinking within the context of brain drain
DOI:
https://doi.org/10.52041/iase25.126Abstract
This study explores how high school students engage in critical statistical reasoning through a real- world inquiry on brain drain. Drawing on critical mathematics education, critical statistics education, and the critical statistical literacy habits of mind (CSLHM) framework, the study integrates social context into a statistics lesson to foster critical awareness and data-informed thinking. The research involved 90 ninth-grade students from three public schools. Working in small groups, students formulated statistical questions, collected or interpreted data, and presented findings through posters. Data sources included worksheets, audio recordings, and student-created artifacts. Thematic analysis based on CSLHM dimensions revealed students' abilities to question data limitations, interpret findings critically, and propose socially grounded solutions. Preliminary findings show the potential of context- rich, inquiry-based statistics instruction to support both statistical thinking and social agency. The study highlights how data literacy can serve as a tool for engaging students in civic reasoning and transformation.References
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