Negotiating the content and the teaching of statistics: Two complementary processes in teachers' professional development

International audienceThis study builds on Wenger's (1998) notion of meaning as the essence of a practice and the process of negotiation of meaning as determinant in the development of a practice. Following an emerging community of 11 secondary mathematics teachers, I aim at exploring the interactions between two dominant processes in teachers' work, the negotiation of the statistical content and the negotiation of the teaching of statistics. The results indicate that the two processes act complementarily in the formation of the practice of the community and consequently in the professional development of the teachers. Evidence of how the one provides feedback and meaning to the other is also illustrated and discussed