REVIEW OF THE CONTENT OF STATISTICS ELEMENTS IN SCHOOL TEXTBOOKS AND METHODOLOGICAL GUIDELINES FOR TEACHING THEM

Abstract

This article analyzes the theoretical and practical aspects of statistical content presented in general education school textbooks in Kazakhstan, as well as in the textbooks of Nazarbayev Intellectual Schools and the Republican Physics and Mathematics School. Statistics, as a relatively new branch of mathematics, is evolving both independently and through its applications in science and technology. Its growing significance has led to the emergence of new interdisciplinary fields such as machine learning, artificial intelligence, biostatistics, psychometrics, data science, and cyber statistics. Given that statistical concepts are widely used in both scientific domains and everyday life, and are essential for fostering a competitive and functionally literate generation, the study highlights the importance of reviewing statistical content in school curricula and developing effective teaching methodologies. The paper reviews national and international approaches (including those of Russia, China, Singapore, and the USA), examines the depth and scope of statistical topics covered, and assesses pedagogical strategies. Also, based on such important financial characteristics as the mean value and sample variance, which are statistical analogues of mathematical expectation and variance, the need for a systematic and cause-and-effect explanation of each concept when presenting statistics and developing appropriate teaching methods is substantiated. Based on the findings, recommendations are proposed for improving the teaching of statistics within school programs.