Statistical Aptitude of Teachers during their Early Training

Abstract

Research in mathematics education has evidenced the relevance of teaching statistics based on research development, aiming to provide students with critical thinking in the analysis and interpretation of data for decision-making. Therefore, teachers need to be statistically literate to have tools that can provide teaching based on the stages of scientific research. We consider statistical literacy from the perspective of affective and cognitive components. In this article, we aimed to analyze the knowledge of 11 future mathematics teachers in relation to four elements of the cognitive component - literacy, contextual knowledge, mathematical knowledge, and statistical knowledge. This is diagnostic research, since it analyzes the instrument proposed at the beginning of the minicourse entitled “Development of statistical thinking in the early years”, held during the university week of the Universidade Estadual do Ceará - UECE. The mathematical knowledge element was revealed among the participants as the one with the greatest mastery. On the other hand, statistical knowledge, and literacy - the first courses were not able to satisfactorily support them in the construction of these elements of the cognitive component of statistical literacy.

Keywords/Palabras clave:
Statistical Literacy; Mathematics Education; Teacher Education