Abstract
In this paper, we explore prospective teachers and teachers’ conceptions about averages. The results show that when talking about which of the averages that is easiest and hardest to explain, respectively, the two groups differ in their responses. When teachers’ motivations most often are based on pedagogical explanations, the prospective teachers indicate conceptions based on personal experiences, often linked to procedures. When studying the conceptions about which of the averages that is most and least useful, the results indicate that there is no difference between the two groups. Mean is considered most useful, similar to what has been reported in previous studies, and mode is considered least useful by both groups. Few of the respondents recognize the mathematical properties of averages, particularly that “usefulness” is linked to which data that is in focus. The implications of the results are discussed.
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