Variability in statistical problem-solving: The case of Sweden

Understanding variability is key to statistical reasoning, yet research indicates that it receives insufficient attention in school mathematics textbooks. This study investigates how primary school textbooks for grades 4–6 (age 10–12 years) in Sweden present variability within the statistical problem-solving process. Using the Guidelines for Assessment and Instruction in Statistics Education and established variability practices, the analysis of two widely used textbooks reveals a strong emphasis on analyzing data, particularly tasks that involve reading data displays or calculating measures of central tendency. However, other practices, such as formulating statistical questions and interpreting results, are underrepresented. Tasks predominantly encourage implicit noticing and representation rather than deeper reasoning through explanation or investigation. Variability is predominantly introduced through descriptive statistics rather than as a fundamental concept for understanding data distribution and uncertainty. The findings underscore the need for textbooks to integrate all components of statistical problem-solving more evenly, thereby enhancing students’ statistical reasoning and engagement with variability.