Resumo

ALSINA, Ángel; VASQUEZ, Claudia; GARCIA-ALONSO, Israel  e  BERCIANO, Ainhoa. Statistics and probability education for pre-service Spanish early childhood and primary school teachers: characteristics, approach and methodology. Relime [online]. 2024, vol.27, n.1, pp.73-104.  Epub 16-Jun-2025. ISSN 2007-6819.  https://doi.org/10.12802/relime.24.2713.

The aim of this article is to analyse how training in statistical and probability education for pre-service teachers of early childhood and primary education is developed in Spanish public universities. For this purpose, the previously validated Statistical and Probabilistic Education Questionnaire for Pre-service Teachers has been administered, which considers three dimensions and their respective indicators: Characteristics (content standard and credits); Approach (disciplinary/pedagogical perspective and knowledge); and Methodology (methodological strategies; contexts/resources; complementary material). Based on the responses of 43 trainers, the following findings have been identified: 1) of the 240 credits, in the Bachelor's Degree in Early Childhood Education, one credit (10h) is dedicated to a balanced training in statistical and probabilistic education, while in primary education 2 credits are dedicated to a more diversified training, which represents between 0.4% and 0.8% of the total training in both degrees; 2) the perspective is mainly pedagogical, addressing both mathematical and didactic knowledge; 3) although various methodologies coexist, the application of pedagogical knowledge (e.g., design of tasks) stands out in both degrees. It is concluded that these findings provide an in-depth overview to plan improvement proposals to ensure a solid training during initial teacher training in Spain.

Palavras-chave : Statistical education; Probabilistic education; Teacher training; Pre-service teachers; Early childhood education; Primary education.

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