Abstract
The development of statistics has been closely linked to the evolution of technology for many years. The field of data science, particularly data-driven artificial intelligence and machine learning, has expanded considerably, with many applications and a growing social and scientific debate on ethical issues, opportunities, and risks. Therefore, there is a discourse on updating educational goals and content at the school level to prepare citizens for their future life in a “data society.” An updated conception of statistical literacy implies new educational requirements, with a view toward developments in the sciences, ubiquity of data, and societal and cultural impacts. The use of digital tools is an essential part of these new approaches. In this chapter, four in-depth examples of new, technology-driven content for secondary education are provided to show the impact of digital resources on goals and contents of statistics education. These examples explore the impact on data analysis, statistical inference, statistical modeling, and data collection. The examples also show how digital tools can be adapted to the students’ capabilities and needs to serve a dual role in education, namely, supporting students in learning and doing statistics.
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Notes
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“01.01.2017” means “1 January 2017”. In the following we will use the notation “dd.mm.yyyy” to be compatible with the values of the variable TimeStamp in the dataset.
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Biehler, R., Frischemeier, D., Gould, R., Pfannkuch, M. (2023). Impacts of Digitalization on Content and Goals of Statistics Education. In: Pepin, B., Gueudet, G., Choppin, J. (eds) Handbook of Digital Resources in Mathematics Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-95060-6_20-1
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