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Open research questions in Statistics Education and Methodologies

379 unresolved questions extracted from the limitations and future-work sections of 4,210 Statistics Education and Methodologies papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • The lack of a comprehensive framework for integrating risk into mathematics education. The need for a novel conceptualisation of risk tailored to the school context. The gap between abstract risk theory and its pedagogical application.

    Integrating risk in mathematics classrooms for sustainable futures · 2026 · DOI

  • The study had a small sample size of 26 PSTs, - The study was limited to a single mathematics education program at a large public university, - The PSTs had little to no exposure to statistical software in their prior coursework in statistics

    Examining Pre-service Mathematics Teachers’ Statistical Investigations: Challenges and Instructional Support · 2026 · DOI

  • There is a gap in research on the challenges that pre-service mathematics teachers face in statistical investigations. The study identifies a need for structured interventions to support pre-service mathematics teachers in statistical investigations. The study highlights the importance of addressing the challenges faced by pre-service mathematics teachers in statistical investigations.

    Examining Pre-service Mathematics Teachers’ Statistical Investigations: Challenges and Instructional Support · 2026 · DOI

  • The gap is not explicitly stated, but it seems to be the need to explore additional student profiles. The study aims to extend previous results by investigating multi-digit fractions.

    From replication to extension: Unveiling student profiles in fraction comparison tasks · 2026 · DOI

  • • Thinking-out-loud procedures: qualitative confirmation of profiles • Longitudinal studies: how these profiles change over time? (conceptual change theory) • Intervention studies may investigate how these profiles change before and after an intervention (e.g., stimulating the use of benchmarking) (Reinhold et al., 2023) 25 Thank you!

    From replication to extension: Unveiling student profiles in fraction comparison tasks · 2026 · DOI

  • One challenge is the difficulty of replicating the benefits of face-to-face instruction in online courses. Another challenge is the need to provide instructor immediacy and support in online courses. The paper also identifies the challenge of improving student engagement and learning in online mathematics and statistics courses.

    Student perceptions of weekly synchronous team quizzes in an online statistics course · 2024 · DOI

  • The gap in the literature is the lack of understanding of how to improve student engagement and learning in online mathematics and statistics courses. The paper identifies a need for more research on the use of synchronous team quizzes in online courses.

    Student perceptions of weekly synchronous team quizzes in an online statistics course · 2024 · DOI

  • However, little is known about how teachers navigate these complex artifacts, let alone how they might support their students in doing so.

    Open science meets orange skies: K-12 educators’ engagement with computational notebooks to explore scientific events with human impacts · 2026 · DOI

  • Abstract Although recent initiatives in statistics education have emphasized civic and socio-political contexts, little is known about the motivational resources that support engagement with data in public life.

    Educating data-informed citizens: statistical, political and information search efficacies and their interactions · 2026 · DOI

  • ABSTRACT Statistical hypothesis tests and p values are poorly understood by many students of statistics.

    Teaching Thoughtful Statistical Inference: Stories for the World Beyond p < 0.05 · 2026 · DOI

  • While attitudes, anxiety, and self-efficacy are known to influence learning, the sequential pathways through which they interact remain unclear.

    The influence of attitudes towards statistics on statistical proficiency among medical students: a chain mediating effect of statistics anxiety and statistics self-efficacy · 2026 · DOI

  • However, it remains underexplored in the Latin American context, resulting in a scarcity of quantitative evidence to support its theoretical dimensions.

    Situated statistical reasoning assessment for postgraduate health sciences students: Design and validation · 2025 · DOI

  • Although both topics are well-researched individually, studies that jointly consider these aspects remain scarce.

    Different lenses on distributions and the integration of context knowledge in data-ing processes of primary school students · 2024 · DOI

  • BACKGROUND: A number of recommendations for the teaching of biostatistics have been published to date, however, student opinion on them has not yet been studied.

    Enhancing biostatistics education for medical students in Poland: factors influencing perception and educational recommendations · 2024 · DOI

  • Students struggle with probability problems that require them to determine the sample space and list possible outcomes. Students often fail to interpret representations such as tree diagrams or contingency tables correctly. Students have limited ability to construct and coordinate multiple representations.

    Middle school students’ mathematical representations in mathematics in context tasks on computing chances based on realistic mathematics education · 2026 · DOI

  • The study identifies a gap in the understanding of students' mathematical representations. The study addresses the issue of students' limited ability to construct and coordinate multiple representations.

    Middle school students’ mathematical representations in mathematics in context tasks on computing chances based on realistic mathematics education · 2026 · DOI

  • There is a need for an enhanced approach to teaching statistics and probability in North Macedonia. Traditional teaching methods often focus on theoretical rather than practical aspects of statistics and probability.

    The impact of contemporary approaches in teaching statistics and probability on primary school students · 2026 · DOI

  • Based on the findings of this study, it is recommended that technology becomes an integral part of the teaching process. Using interactive applications, simulations, and technological tools helps bring abstract concepts closer to students’ practical experiences. These tools not only increase their engagement but also enable deeper understanding of statistics and probability through hands-on, visual experiences. Therefore, schools and educational institutions should invest in the necessary technological infrastructure and ensure these tools are accessible to all students. A key element for improving this contemporary approach is continuous teacher training. Teachers must be prepared to use technology effectively and create a learning environment that encourages active student participation. Therefore, it is crucial to provide them with specialized training on modern teaching methods and digital applications that foster students’ analytical and creative skills. Moreover, the curriculum should be adapted to include more practical elements that help students apply their theoretical knowledge in real-world contexts. Incorporating activities that involve data collection and statistical analysis in real tasks can improve students’ ability to connect theory with practice. This approach will help students develop data-driven decision-making skills and solve complex problems they may encounter in everyday life. Additionally, there should be a continuous effort to provide digital resources and learning materials aligned with this approach. Resources such as e-books, video lessons, and interactive simulations can greatly support both teachers and students by making concepts clearer and more accessible. Furthermore, it is encouraged that teachers tailor their approach to the individual needs of students. Some students may require additional support to fully grasp the concepts, and therefore, a more personalized approach would be highly effective in providing the right level of assistance for each student. Lastly, schools should foster a supportive environment for implementing these contemporary approaches. Investing in the necessary technological infrastructure, ensuring access to digital resources, and incorporating technology into teaching should be a priority. These measures, combined with a continuous focus on teacher training, will help achieve better results in students’ understanding of statistics and probability and improve the overall quality of education. Author contributions: MA: data curation, visualization, testing and investigation, writing – original draft, writing – review & editing; SR & EI: conceptualization, ideas, methodology, project administration, supervision, validation, writing – original draft, writing – review & editing. All authors have agreed with the results and conclusions.

    The impact of contemporary approaches in teaching statistics and probability on primary school students · 2026 · DOI

  • The study has a small sample size of 70 students. The data is limited to Mathematics examination scores.

    The Bell Curve in Everyday Life: Understanding Normal Distribution through exam scores · 2026 · DOI

  • Future research could explore the application of the normal distribution in other fields, such as economics and social sciences. It could also investigate the use of other statistical models to analyze exam scores.

    The Bell Curve in Everyday Life: Understanding Normal Distribution through exam scores · 2026 · DOI

  • The study only examines textbooks distributed by the Chilean Ministry of Education. The analysis is limited to Year 7 to Year 10 textbooks.

    Levels of Graphical Comprehension in Statistical Activities in Mathematics Textbooks · 2026 · DOI

  • The study identifies a gap in the development of advanced analytical and critical reasoning in statistics, due to the predominance of lower-order cognitive skills in current textbooks. The study highlights the need for more research on the development of graphical comprehension in mathematics education.

    Levels of Graphical Comprehension in Statistical Activities in Mathematics Textbooks · 2026 · DOI

  • The study identifies a gap in the understanding of how emergent modeling can unfold in statistical contexts. The study highlights the need for further research on the use of informal notation systems in facilitating statistical reasoning in young students.

    Emergent statistical modeling: elementary school students’ transitioning from modeling of data to modeling for statistical reasoning · 2026 · DOI

  • Future studies can investigate the long-term effects of the RME-based instructional module. Future studies can explore the effectiveness of the module in different contexts and with different populations. Future studies can investigate the impact of the module on students' problem-solving capacities and statistical literacy.

    Design Research on an RME-Based Mathematics Module for Teaching Data Collection and Handling in Primary Schools · 2026 · DOI

  • Future research should investigate the long-term effects of the instructional approach. Future research should explore the effectiveness of the approach in different contexts and with different student populations. Future research should identify ways to address the technical difficulties with data tools.

    Making Statistical Inference Click for Engineering Students · 2026 · DOI

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379 open questions have been extracted from the limitations and future-work passages of 4,210 Statistics Education and Methodologies papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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