Lucía Zapata-Cardona
Difariney González Gómez
Abstract: This article discusses teachers’ images on statistics and its teaching. It
began with their trajectories to explain the formation of images on statistics and
how through participation in a professional development program these images
were transformed. The participants of this research were 10 in-service teachers
who were responsible for teaching statistics either in elementary (6-11 years),
middle (11-15 years) or high school (15-17 years) in public schools in Medellin,
Colombia. The teachers participated in a professional development program
inspired by the social learning theory in which they designed statistical lessons,
put them into practice and reflected on the implementation. The sources of
information were their discourses in the program, autobiographical writings,
reflective writings and semi-structured interviews. The results revealed that teachers
began with static, technical, and un-transformable images of statistics and
they started to construct images of statistics as a tool for empirical inquiry.
Keywords: teacher professional development, school statistics, empirical inquiry,
social theory of learning, images about statistics.
DOI: 10.24844/EM2901.03
