Margarita Lambova, Vanya Stoyanova
University of Economics – Varna
https://doi.org/10.53656/str2021-5-5-stat
Abstract. Reflections on problematic moments in the teaching of statistics as a part of mathematics school education are presented. The article concerns problems related to the predominant approach, on one hand the inclusion of statistics in school education, in which statistics is perceived as a part of mathematics, and on the other hand to the definition of the conceptual framework, ignoring the requirements of measurement theory and the lack of a systematic approach in teaching, as consequence of the configuration of the curriculum. In accordance with the set goal, an argumentation of the defended thesis is presented – the current approach approved through the curriculum prevents the development of systematic and logically consistent knowledge about the collection, processing and analysis of statistical information. Keywords: statistics; mathematics; education; secondary school; syllabus
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