Abstract
This article discusses how two beginning mathematics teachers mobilize and develop their didactics knowledge, specifically concerning knowledge of statistical content and teaching practice, during a teacher education experience. This work was developed as part of a specialization course for elementary school mathematics teachers, in the subjects Data Analysis I and II. The teacher education course took place in the West Zone of Rio de Janeiro, Brazil. This is a qualitative study with an interpretive paradigm, based on a case study with two beginning teachers. The data collected was obtained from sessions by a logbook, audio recordings, and interviews with the teachers after the teacher education course. The course was structured to articulate didactics and statistics knowledge from activities directed to teaching practice. Concerning statistical knowledge, the results show the development of knowledge about different concepts associated with carrying out statistical investigations. Regarding teaching practice, teacher’s learning is highlighted to carry out statistical activities of exploratory nature and statistical investigations in the school context.
Highlights
According to the Pre-K-12 Guidelines for Assessment and Instruction in Statistics Education (GAISE) II (Bargagliotti et al, 2020), it is increasingly important to discuss statistical literacy, whose development is the ultimate goal of teaching statistics in basic education
Concerning statistical knowledge, the results show the development of knowledge about different concepts associated with carrying out statistical investigations
Supported by the dimensions of didactics knowledge presented by Ponte (2012) and based on a case study with two beginning teachers who participated in the course, we aim to answer the following question: How do teachers develop statistical knowledge and knowledge of teaching practice in the teacher education process?
Summary
According to the Pre-K-12 Guidelines for Assessment and Instruction in Statistics Education (GAISE) II (Bargagliotti et al, 2020), it is increasingly important to discuss statistical literacy, whose development is the ultimate goal of teaching statistics in basic education. The recent update of the GAISE report (Franklin et al, 2005) states that different global problems, such as changing climate conditions and the COVID-19 global pandemic, have reinforced the need for interpreting statistical information. Given this scenario, it is essential to highlight the responsibility of teachers in the statistical literacy of students during basic education. In Brazil, the implementation of courses that articulate statistical content with didactics is urgent, since many initial teacher education programs present syllabuses for the discipline of statistics offered to other fields that do not attend the specific needs of teacher education (Costa & Nacarato, 2011). It is necessary to understand how teachers develop their knowledge in this type of teacher education process
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