Abstract
The introduction of statistics into school curriculum within the mathematics subject poses multifaceted problems to mathematics teachers. This chapter first discusses the relevance of developing mathematical and statistical literacy in schools, and secondly reflects on some current recommendations to teach statistics in the school mathematics and challenges faced in the training of teachers. Then the chapter underlines differences between mathematical and statistical thinking and suggests that, taking account of their specificities, it is possible to generate teaching strategies that allow the harmonious development of both mathematical and statistical thinking in school. Some implications for teacher training are finally included.
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