The importance of high-level tasks in the access of statistical errors: A study with future teachers of the first years

International audienceEvery day we deal with all sort of information presented in different ways. Thus, we need to be able to interpret and analyze that information. This research tends to understand the statistical knowledge of future teachers of the first years and to enlighten the importance of high-level tasks in the access of that knowledge. We assumed an interpretative paradigm and developed an action-research project. The participants were students of the 2nd year of Basic Education course (N=95) who were attending the curricular unit named Data Analysis and the four teacher/researchers who taught the classes. Data was collected through a statistical knowledge assessment instrument (at the beginning of the curricular unit), participant observation, and students’ protocols. The results illustrate the importance of high-level tasks in the access of statistical errors in order to (re)construct statistical knowledge with meaning for the future teachers