Darjo Felda Bücher

For several decades, mathematics classes in Slovenian elementary schools have focused too much on mechanical learning, neglecting the understanding of concepts and procedures. As a result, pupils often fail to see the usefulness of their knowledge, solving routine problems based on examples rather than engaging with the text of each task. They are also unaware of the real-life situations described in these tasks. The teaching methods do not align with current pedagogical and didactical findings, prioritizing abstract foundations over the students' prior experiences, which disrupts the connection between mathematics and the real world. The last curriculum update for elementary mathematics was in 2011, emphasizing that mathematics is a fundamental subject that supports various educational, informative, and pedagogical tasks while serving as a foundation for other sciences. It encourages diverse thinking, creativity, and practical applications of mathematical knowledge. Effective mathematics education should address not only the cognitive aspects of students but also their affective and psychomotor development, as the ultimate goal is to foster the comprehensive growth of each pupil.

In today's information-rich world, we encounter vast amounts of data from various sources, often presented in tables or graphs. Unfortunately, statistical data is frequently misused due to a lack of statistical knowledge, hindering our ability to read and evaluate it critically. As a result, understanding statistics is becoming an essential aspect of literacy. To enhance statistical literacy, education should connect learning to real-life situations, allowing students to grasp statistical concepts while solving problems. This booklet explores aspects of statistical literacy and touches on information literacy, highlighting their interconnection. Although there is ongoing debate about incorporating statistics into mathematics education, it remains a significant part of the curriculum, with mathematics providing its theoretical foundation. Statistics can also be effectively taught through cross-curricular projects. While mathematical skills aid in understanding statistics, statistical literacy requires a strong sense of numbers, estimation skills, awareness of varying interpretations, and knowledge of statistical concepts. A key objective in teaching statistics is to engage students, fostering their curiosity and developing their ability to evaluate their achievements, ultimately leading to improved statistical literacy.

Mathematics today emphasizes developing critical thinking, practical knowledge, and student independence in learning. This shift aims to foster a desire for learning strategies to solve diverse mathematical problems within real-life contexts. Problem-solving is a key competence evaluated in international assessments, which have influenced changes in mathematics education, moving the focus from rote memorization to problem-solving skills. The primary goal should be to enhance problem knowledge, while understanding routines and automating certain processes should be viewed as supportive tools for tackling real-world problems. Although mathematics didactics identifies essential components of problem knowledge—such as metacognition, communication, and heuristics—effective teaching methods for these elements remain unclear. Our research indicates that students who actively engage in their learning, discussing findings with teachers and peers, tend to develop a deeper understanding. Experiencing realistic problem situations is crucial for students to appreciate the relevance of mathematical knowledge. Therefore, it is essential to provide opportunities for students to acquire and master enduring mathematical knowledge, ultimately enhancing their mathematical literacy.