This paper analyzes three questions about teachers understanding of teaching statistics as part of a study that addresses the relationship between the pedagogical knowledge of statistics in primary teachers in Chile and its impact on students learning. This work is part of a study that looks for evidences of the association between teacher Pedagogical Content Knowledge and the effectiveness in teaching statistics that is focuses in 4th and 7th grade. Thirty-one teachers from different schools of Valparaíso district were tested after reading a short text referred to non typical values and properties mean. They answered the questions showing a rigid understanding of statistic, as part of mathematics, like a formal discipline. This account evidences primary teachers’ privilege procedural approach than understanding problem solving approaches.
Raimundo Olfos (Chile)