STATISTICAL EDUCATION IN THE INITIAL TRAINING OF MATHEMATICS TEACHERS

Abstract

The present study aims to analyze Statistical Education in the context of the initial training of mathematics teachers, considering its theoretical foundations, educational implications, and methodological approaches for teaching in basic education. The research is justified by the growing social demand for individuals capable of interpreting, analyzing, and critically evaluating data-based information, highlighting the need for more consistent teacher education in this field. This is a qualitative study developed through a bibliographic review based on relevant scientific articles in the fields of Mathematics Education and Statistical Education, selected from recognized academic databases. The data analysis revealed that, although statistics is present in school curricula, its approach is still often superficial and decontextualized, compromising the development of students' statistical literacy. In the context of initial teacher education, weaknesses were identified regarding conceptual mastery and the didactic transposition of statistical content, which directly impact pedagogical practices. Furthermore, methodologies such as inquiry-based learning, the use of real data, the application of active learning methodologies, and the integration of digital technologies were found to contribute significantly to more meaningful learning. It is concluded that the consolidation of Statistical Education in mathematics teaching depends on the articulation between teacher education, curricular organization, and innovative pedagogical practices, making investment in teacher qualification essential to meet the demands of contemporary society.