STATISTICAL LITERACY IN PRE-SERVICE MATHEMATICS TEACHER EDUCATION

This paper discusses a study that investigated possibilities of developing statistical literacy in pre-service teacher education. The participants were nine students of a mathematics teaching undergraduate course at a public university in Brazilian northeast. The research design included semi-structured individual interviews, and seven meetings with the group of participants. The interviews and meetings were videoed. Data collected from interviews were transcribed verbatim. The qualitative content analysis of protocols was based on an interpretative approach. Analyses of interviews with participants suggested difficulties in develop more elaborate interpretations, due to the lack of understanding of mathematical and statistical concepts. The group meetings developed based on dialogical interactions which allowed cooperative approaches, which also facilitated that participants improve their ability to reflect critically about statistical data, and their perspective of statistical literacy