In most countries, only very limited time resources are available for
statistics education within mathematics education. Thus, statistics
education research needs to develop teaching-learning arrangements that
are compact and applicable to classrooms. Christian Büscher designs and
investigates a compact teaching-learning arrangement which aims at
mathematical and reflective knowledge about statistics. Central results
include the specification of the learning content of statistical
measures, an empirical reconstruction of students' learning processes
towards statistical measures, and the identification of students'
situated reflections about mathematics within their learning processes.