Wen-Mao Chung, Hsin-Chueh Chen, Mei-Chun Lin, Pei-Chi Chen, Chun-Yen Chang
The term ‘statistical thinking’ might seem straightforward at face value, yet defining it precisely remains a challenge. What exactly constitutes statistical thinking? And how does it differentiate from other forms of thinking? To date, the academic community lacks a universally accepted definition. Thus, this study employed a retrospective research method, examining and analyzing the discourse on statistical thinking in international journals over the past 30 years, integrating findings from 44 papers. Beyond analyzing research trends, this study also compiled seven definitions or structures of statistical thinking. The results indicate that various fields have favored definitions or structures, but regardless of the chosen definition or structure, there is a consistent association with the concept of variation. Concluding, the researchers reviewed the curriculum guidelines for 12-year basic education and the implications of statistical education within Taiwan’s curriculum, offering tangible recommendations for future investigations. © 2024 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
National Taiwan Normal University, Taipei, Taiwan; Renai Elementary School, Tainan City, Taiwan; National Taiwan University of Science and Technology, Taipei, Taiwan; University of Twente, Enschede, Netherlands; Shulin Elementary School, New Taipei City, Taiwan; New Taipei City Shulin High School, New Taipei City, Taiwan; Universitas Negeri Malang, Malang, Indonesia
