Abstract

The article presents the results of an experimental didactic situation that sought to strengthen learning for citizen decision-making on inclusive public spaces. For this purpose, an interdisciplinary intervention was developed around notions of statistics and citizenship, integrating contributions from the didactics of social sciences, civic statistics and the pedagogy of questioning. The proposal was implemented in a group of 7th grade students in Chile. The content analysis was applied to interpret the meanings emerging from students using field notes, surveys, group interviews and student productions. The results showed a strengthening of citizenship skills by applying statistical tools in a context of civic action, especially when students participated in making decisions that impact their community. By integrating mathematics and social sciences, learning about citizenship was strengthened, which allowed not only to build meaningful learning, but also to strengthen the value of inclusion and active participation in community decisions. © The Author(s) 2025.