METHODOLOGIES AND MODELS OF TEACHING STATISTICS IN THE CLASSROOM
DOI:
https://doi.org/10.56219/dialctica.v2i27.5214Keywords:
Teaching, Pedagogy, Adaptation, TIC, Big Dat, StatisticsAbstract
This article critically analyzes the tensions and opportunities in contemporary statistics teaching, highlighting the paradox of a data-driven world where a large portion of classrooms continue to use traditional methods focused on mechanical calculation and abstraction. Following Batanero (2019), it is noted that this view limits the discipline's potential to develop critical and analytical citizens.Alternative approaches are reviewed that restore statistics to its role as a tool for understanding and transforming reality, including Project-Based Learning (PBL), collaborative learning and guided discussion, the use of digital technologies, and work with real-life contexts. PBL is presented as a way to connect the classroom with authentic problems, fostering technical, metacognitive, and social skills, although it faces challenges such as rigid curricula, teacher resistance, and the need for careful planning. Collaborative learning and guided discussion are described as strategies that enhance participation and critical thinking, provided they are implemented with positive interdependence and challenging questions. Digital technologies such as R, Python, and Excel offer the possibility of transforming teaching into interactive experiences, but they require balancing technical proficiency with conceptual understanding to avoid the "black box" of uninterpretable results.The context-based approach links statistics to problems in the school and community environment, increasing motivation and relevance of learning. However, its application is limited by a lack of training, time, and institutional support.The paper concludes that, while there are theoretical advances toward active and contextualized methodologies, standardized educational structures and assessments act as a hindrance. True innovation requires not only methodological changes, but also a redefinition of the purpose of statistics in education, oriented toward the formation of critical and conscious citizens capable of questioning and transforming reality.
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