Teacher Education for the Statistics Teaching:

a Scenario Based on Brazilian Theses and Dissertations in the Teaching Area

Abstract

This article analyzes the Brazilian research on teachers’ training for the early years of Elementary School carried out in graduate programs in Education. To this end, exploratory research was carried out with theses and dissertations published from 2000 to 2020 at websites of the programs recommended/recognized by Capes. An analysis of the thirty-one productions mapped allowed for an organization of five categories: training practices, discipline analysis, practice analysis, and development of resources. The results show different emphases and groups of teachers in the analyzed publications. From the survey, eleven publications deal with teachers’ knowledge, with an initial or continued focus on content knowledge. The studies suggest superficiality of this knowledge, even after training practices carried out by some researchers; difficulties in analyzing students’ strategies for solving statistical knowledge issues; superficial approach to statistics in many schools, and the support of the textbook. We conclude that the area of statistics teacher training needs more studies about the teacher’s critical thinking, the development of pedagogical resources for  teaching, and a better discussion about a knowledge basis for teaching statistics to children.