Rethinking how randomness is taught in K-12 statistics subjects

TL;DR

This paper proposes a new approach to teaching randomness in K-12 statistics education by emphasizing its observer-relative nature, aiming to improve understanding and practical application of statistical concepts.

Contribution

It introduces a pedagogical framework that expands on the observer-relative aspect of randomness to clarify its concept and enhance statistical teaching in K-12 education.

Findings

Improved student understanding of randomness

Enhanced explanation of complex statistical concepts

Greater awareness of practical data science applications

Abstract

The effective teaching and learning of statistics persist as a challenge in K-12 education and has clear impacts in developing competence and confidence of students in entering STEM fields especially in today's digital age of data science. In this paper, it is proposed that the current pedagogy around teaching the concept of randomness, a core element of statistics, is incomplete. It is argued that expanding on the observer-relative nature of randomness will address commonly existing ambiguities on what is and what is not random, help in explaining more complex statistical concepts such as hypothesis testing, and impart greater awareness on the practical value of the practice of statistics in data science.