Examining Statistical Thinking in the Classroom

Statistics and mathematics education are consistently evolving with a greater emphasis on statistical and probabilistic thinking, literacy, and reasoning while building on students' cognition and the relationship between the material’s topics and subtopics. Prevalent educational strategies and models for statistical learning continued to be examined to determine the level of knowledge taught to students. From recent research and experimental data on statistics education, the statistical and mathematical knowledge for teaching has a significant impact on the standard of statistical and probabilistic comprehension, along with modeling, realistic mathematics education, and project-based learning. Within this literature review, the effects of the concepts and procedures selected to improve students’ statistical and probabilistic thinking, literacy, and reasoning and the effectiveness of the educational strategies will be addressed. Additionally, future research, in relation to the findings in this paper, could further investigate the divergence of knowledge between the branch of statistics and mathematics as a whole (Burgess, 2009).