Statistics is generally taught in schools as part of the mathematical curriculum and, as a result, statistics is perceived as a mathematical concept. Moreover, the teaching emphasis is often placed on the computation of statistical information instead of the development of an " authentic data analysis point of view" (Cobb, 1999). In this paper we consider whether a constructive relationship between statistics and mathematics is possible? We examine examples of statistical teaching situations and analyze them both from a mathematical content point of view and from a statistical perspective, to point out that the interaction between mathematics and statistics is in fact feasible/(practicable). To achieve this, it is necessary to complete a mathematical conceptual analysis of statistical concepts. It is essential to highlight the mathematical concepts beneath the statistical concepts in order to link both of them in creating classroom activities.
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education