versão impressa ISSN 1665-5826
Any effective change in the teaching of statistics, as proposed in current curricula, requires improving the training given to the people who will eventually teach it. The main goal of this study is to determine the personal meaning that Primary School teachers-in-training assign to the mathematical object "arithmetic mean". The cognitive configuration tool proposed by the Onto-Semiotic Approach to Cognition and Mathematics Instruction shows that there is a wide variety of typologies of meanings and that there exist significant difficulties related to the understanding of the concept and some of its properties. We conclude with some educational implications for teacher training in the field of statistics.
Palavras-chave : arithmetic mean; personal meaning of a mathematical object; mathematical understanding; teacher education; statistics education.