Design principles for short informal statistical inferences activities for primary education

International audienceThis paper presents the following set of eight design principles for informal statistics inference (ISI) education for upper primary education in settings where limited time is available for ISI: Create awareness of inferential claims before engaging students in ISI via statistical investigations; use a context for which the students have no clear expectations of the outcome or which challenges current beliefs; use a question that highlights the need for an inferential claim; use a large population that makes sampling inevitable; use activities with tangible populations and samples in which generating representative samples and recording data is easy and quick; use data that require little descriptive analyses; and use the principles of growing samples and repeated sampling in order to create sampling variability. Three exemplar ISI activities illustrate how the design principles can be used to design new ISI activities and evaluate existing ISI activities