Analysis of the didactic suitability of a statistical project designed and implemented in a context at risk of social exclusion

Abstract

Statistical education must respond to the challenge of how to foster critical thinking in students. Such a challenge becomes singularized in contexts at risk of social exclusion, and hence studies that evaluate the didactic suitability of different types of education are key. Our interest is focused on analyzing a statistical project specifically designed for a socioeconomically complex school context of primary education. After the project implementation in a 5th grade classroom, we analyzed: 1) the work around curricular contents and 2) its didactic suitability according to theoretically-established dimensions. We conclude about the need to address a certain balance amongst the least represented dimensions, named herein epistemic and mediational, in line with those named ecological, cognitive and interactional.