Statistics and probability in early childhood and primary mathematics curricula in six countries representative of the field

Abstract

This study characterises how some of the main international curriculum guidelines deal with statistics and probability in pre-primary and primary education. To do so, firstly, the explicit presence of statistics and probability in the curricular guidelines is analysed; secondly, the meaning given to their teaching and learning is examined; and finally, the presence of fundamental statistical ideas is examined. The results show, in the case of Pre-school Education, a scarce presence of contents linked to the study of statistics and probability. In Primary Education, on the other hand, the presence of this block of content is greater. However, it is low in comparison with other content areas. On the other hand, the importance given to working with data in context and with meaning for students is observed. Finally, the need to approach fundamental statistical ideas in a progressive way, with different levels of depth according to the age of the students, is highlighted.