Mathematical literacy in statistics

  • Christian BüscherEmail author
Part of the Dortmunder Beiträge zur Entwicklung und Erforschung des Mathematikunterrichts book series (DBEEM, volume 37)


The previous chapter illustrated the need for careful consideration of learning content for a compact teaching-learning arrangement in statistics. A reevaluation of the general aims (why to learn) as well as more specific goals (what to learn) of a statistical education is in order. Other approaches to a normative framework for statistics education emphasize the differences between statistics and mathematics (Cobb & Moore, 1997; delMas, 2004) and draw on the practice of statisticians for providing aims and goals of statistics education (e.g. Pfannkuch & Wild, 1999; Makar & Rubin, 2009).


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Copyright information

© Springer Fachmedien Wiesbaden GmbH, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Fakultät für Mathematik, IEEMTechnische Universität DortmundDortmundGermany

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