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Vol. 28 (2025): Publicación continua

Teaching of informal statistical inference in teacher training. A systematic review

DOI:
https://doi.org/10.12802/relime.2025.28.e787
Submitted
March 11, 2026
Published
2025-12-19

Abstract

This systematic review examines the teaching of informal statistical inference in teacher education. Studies published between 2010 and 2024 in four academic databases were analyzed, resulting in 16 articles. The aim was to identify reports on the use of tasks for teaching informal inference and their connection to learning formal inference. The analysis was organized around three dimensions: content knowledge, technological knowledge, and knowledge related to teaching practice. The results show a growing interest in this topic. The reported tasks generally promote the components of content knowledge, although different levels of complexity were found. The use of technology as a tool to reorganize inferential thinking remains limited. Although several studies link the informal approach to formal methods, there is no empirical evidence presented on its impact on learning formal statistical inference.

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