MICROSOFT EXCEL AND CONCEPTUAL SILENCING: CHALLENGES FOR STATISTICAL LITERACY IN THE DIGITAL AGE

Abstract

This article examines the lack of conceptual clarity in Excel’s Statistical Summary, with emphasis on the omission of the definition of the type of standard deviation being calculated—sample or population. This ambiguity undermines conceptual accuracy and may lead to confusion in the teaching and learning of Statistics, especially in educational contexts where Excel is used as a didactic tool. Teaching with Excel is different from calculating with Excel—a fundamental distinction that this study seeks to highlight by analyzing how the software’s interface and features influence users’ conceptual understanding. The research adopts a qualitative approach, grounded in a literature review, analysis of technical manuals, and observations in school environments. Examples are presented to demonstrate how this inconsistency affects the statistical education of students and teachers on a global scale. In contrast, the article discusses the pedagogical approach adopted by Copilot in Excel, which offers greater clarity in distinguishing between types of standard deviation, emphasizing the role of artificial intelligence in promoting more accessible statistical foundations. Finally, the article proposes a redesigned Statistical Summary model with a didactic focus, incorporating graphical elements, conceptual explanations, and interpretations in natural language, aiming to make the teaching of Statistics more contextualized, intuitive, and aligned with best educational practices.

DOI: https://doi.org/10.56238/edimpacto2025.034-007