A crowd size estimation task in the context of protests in Chile

From a notion of critical statistical literacy, one of the purposes of learning statistics is for citizens to be aware of how statistical information, methods, and arguments shape society. Moreover, they should be able to critique and transform their society through statistics. In this paper, I tell the story of a 12th-grade statistical estimation task, anchored in the context of students’ protests in Chile. Students’ reflections suggest it is possible to design and engage in a teaching practice that lives up to the ideals of reading and writing the world with statistics. I display the teacher’s voice throughout the paper in the form of excerpts from the post-intervention interview. It means to reflect our collaboration in the process of design, implementation and analysis.