In the current educational context, teaching statistical elements in primary school creates opportunities to develop students’ mathematical problem-solving competence. Competence is not merely the acquisition of knowledge but also the ability to mobilize knowledge, skills, and attitudes in an integrated manner to successfully perform practical activities under specific conditions. To achieve this goal, the teaching of statistical elements needs to be systematically designed. The article proposes three measures: designing introductory activities that contain problem situations based on real-life contexts and closely related to learners’ experiences; organizing the process of forming new knowledge in a way that creates opportunities for students to discover problems and propose solutions through group discussions and presentations; and differentiating practice and application activities according to cognitive levels, with an emphasis on up-to-date real data to help students recognize the power of mathematics in solving practical problems.