Studying the process of transforming a statistical inquiry-based task in the context of a teacher study group

International audienceStatistical inquiry, although beneficial for developing students' statistical thinking, constitutes a quite demanding task for the mathematics teacher. In this paper, I focus on the transformation of a statistical inquiry-based task. In the context of a study group of five secondary mathematics teachers, I investigate the various stages that the task passes through (set up phase, implementation phase, reflection) and explore factors that seem to frame the process of transformation. The emerging factors related to teachers' familiarity with the content and the teaching of statistics, students' prior statistical knowledge, classroom reality issues and issues related to the stochastic context of statistical problems are presented and further discussed