Statistics Education - Teacher Training in Investigative Classes

This article is an experience report. The theoretical referential involves assumptions of Zeichner's (1993) and Imbernón's (2004) continuing education, Schön's (1983) concepts of reflection and Shulman's professional knowledge, besides Ball, Phelps and Thames (2008) regarding the necessary knowledge for teaching in mathematics. The research, using a qualitative Design Research methodology, according to Cobb et al (2003), examines the contributions of a training to teacher professional development. The training was undertaken by us and focused on the teaching of probabilities through investigative lessons. The methodological procedures of data collection during the training, were by observations data production occurred from the interaction with the participants through the Classroom (https://meet.google.com), where we built graphs (histogram and the normal curve) in Excel spreadsheet, from the results of the sample space coming from wttps://www.dados-online.pt/. The collected data were analyzed by the content analysis method, according to Bardin (1979), considering the steps: pre-analysis, material exploration and treatment of results. Under the view of teaching by investigative activities, mathematics teachers participating in the formative process, reflected collectively on this methodology and discussed taking investigatively the concepts of sample space, randomness, probability definition, frequency distribution and Law of Large Numbers. This activity was entitled "PLAYING WITH THREE DATES".