Approaching Statistics as a Distinct Subject and Its Impact on Reasoning and Conceptual Errors

Abstract

Objective: This study aims to determine the level of statistical reasoning and misconceptions expressed by ninth-grade students in two schools. In one of the schools, statistics is taught as a specific subject, while in the other, it is included within the mathematics curriculum. Theoretical Framework: Students are taught statistics throughout their primary education, so by secondary school, they are expected to have developed a good level of statistical reasoning. However, classroom experience suggests this may not be the case. Additionally, this topic often receives less attention in favor of other subjects included in the mathematics curriculum. Method: The methodology adopted for this research includes descriptive and inferential analyses to compare the rate of correct reasoning responses and conceptual errors. Data collection was carried out using the Statistical Reasoning Assessment (SRA) test. Results and Discussion: The results showed different behaviors between the two groups. This suggests that teaching statistics separately from mathematics can influence the learning of this subject. Research Implications: The advantages offered by separating statistics from the rest of mathematics suggest that this approach should be considered in the future teaching of the subject. Originality/Value: This study contributes to the literature by demonstrating that the separation of statistics from mathematics teaching should be considered. The relevance and value of this research are evidenced by the need to improve students' statistical reasoning abilities.