Teaching statistics from a critical perspective

Abstract

This article presents and discusses a proposal for teaching statistics which is inspired in a socio–critical paradigm of critical mathematics education. The proposal is structured from statistical investigations seeking the formation of statistical knowledge thru problem solving in critical

contexts of society that can support critical citizenship. The article also presents a literature review of different proposals for teaching statistics and discusses the points of agreement and differences with the statistical investigations. At the end, three examples of statistical investigations developed in the school system are presented.