359) ‘that it provides the mathematical foundations for analyzing data gathered in the real world (science)’. 355 wrote ‘We conclude with an argument that statistics should be viewed as a bridge between mathematics and science and should be taught in both disciplines.’ One of their arguments was (p.
Statistics could therefore function as a bridge connecting a part of mathematics with the sciences. Statistics is a mathematical science, but not part of mathematics (Moore and Cobb ), although in most countries statistics is part of the secondary education mathematics curriculum (Gattuso ). Statistics is seen here as a possible bridge between mathematics and some of the natural sciences, because many scientists frequently apply statistical and mathematical techniques (Erickson ).
ABRIDGE VAN CENTRE PROFESSIONAL
The purpose of this study is to determine whether senior high school students learn to see the connections between mathematics, statistics, science and some professional practices through an instructional unit based on professional practices in which statistics is used. The results indicate that an educational strategy based on professional practices can help students make connections between mathematics, statistics, science and professional practices. These results are also confirmed by the findings in the analysis of the second sub-question. The analysis of responses to questionnaires shows that students consider an educational strategy based on authentic professional practices meaningful. Questionnaires on the opinions of 415 students (388 before and 27 after completing two chapters of the unit) on the educational strategy and student work are used to answer the central question.
In order to answer this question, we focused on two sub-questions: (1) ‘How meaningful do students find an instructional unit that is based on professional practices in which statistics plays a role?’ and (2) ‘To what extent are students able to show awareness of the connections between mathematics, statistics, science within the instructional unit and professional practices?’. The central question is to what extent professional practices can serve as meaningful contexts for senior high school students (aged 16 to 17) to help them make connections between mathematics, statistics, science and professional practices. This study investigates how students make meaningful connections between mathematics, statistics, science and applications when they engage in a specially developed unit that is based on professional practices in which mathematical, statistical and scientific knowledge are used. Creating coherence between school subjects mathematics and science and making these school subjects meaningful are still topical challenges.
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