New project aims to make data science a meaningful part of high school mathematics

Data Science is crucial to our understanding of climate change, testing new medicines, and developing AI. However, these kinds of data skills cannot simply be squeezed into existing upper secondary school curricula without placing significant pressure on students and teachers.

A new research project led by Associate Professor Britta Jessen will now explore which elements of data science make sense to introduce at the upper secondary level and how they can meaningfully become a part of upper secondary mathematics.

“There are many opinions on how data science should be incorporated into upper secondary schools, either as its own subject or within existing ones. But we lack knowledge about how it can actually be done,” says Britta Jessen.

“That’s why we need to investigate the opportunities to integrate data science into mathematics teaching so that it doesn’t just appear as something fun and different but actually becomes a natural and integrated part of the curriculum.”

The project, DASME (Data Science in Mathematics Education), has just received nearly six million in funding from the Novo Nordisk Foundation.

“It’s fantastic that we have the opportunity to delve into subject didactics while also making a difference in the field of practice. I’m grateful that the Novo Nordisk Foundation recognizes the value of the work we’re doing,” says Britta Jessen.

Relevant for Both Students and Industry

The DASME project will first and foremost map how data science is practiced in the real world, explains Britta Jessen.

“We need to know which practices are relevant in the industry if we are to provide students with meaningful tools. This requires us to map what is actually happening in the industry and in research and, based on that, choose what makes sense to involve students in.”

Subsequently, the selected subject areas will be integrated into the teaching already scheduled for high school mathematics students.

“It’s important that this doesn’t add so much content that it becomes an extra burden for teachers and students. Therefore, we need to identify areas of mathematics—like mathematical modeling—that can be used to teach the relevant aspects of data science,” says Britta Jessen.

International Support

The DASME project will be a collaboration involving a strong mix of experts in mathematical modeling, digital education, and data science, says Britta Jessen.

“Louise Meier Carlsen from ITU is a co-applicant and will be a central driving force in the project. She teaches data science at ITU, which gives us access to valuable professional expertise.”

The project also has international support from Vince Geiger, professor at Australian Catholic University and president of ICTMA (International Community of Teachers of Mathematical Modelling and Applications), and Jonas Bergman Ärlebäck, professor at Linköping University and leader of the modeling group at the CERME conferences.

They will be joined by Marianna Bosch, associate professor in mathematics education and an internationally recognized expert in statistics education, and Professor Hans-Stefan Siller, who leads research in mathematics education at Julius-Maximilians-Universität Würzburg.

Additionally, the project is locally supported by Claus Ekstrøm, professor at BioStat, University of Copenhagen, and Daniek Spikol, associate professor in digital education, IND & DIKU, University of Copenhagen.

“These are truly strong profiles that contribute to the quality of the project,” says Britta Jessen.

The DASME project officially begins on July 1, 2025.