Reflections by Elementary School teachers on a formative process in Statistics

Abstract

This article aims to analyze the evaluations made by the teachers of the participation of elementary school teachers in the research project entitled “Professional Development of Teachers who Teach Mathematics” (Project D-Estat), in the year of 2018. The Project aims to investigate the statistical learning experiences of teachers who teach mathematics in elementary school, within the scope of a collaborative group, aiming at professional development during the training process. The research uses qualitative methodology in an action research perspective. The paper presents theoretical reflections on professional development and teacher education, considerations on Teaching Sequence and Investigative Cycle. As a methodological resource, the narrative interview was used, in the format of a conversation circle. The analysis of the results gives evidence of a path taken by the teachers towards professional development and a better understanding of how to work the statistical thinking of their students. The teachers' oral and written narratives demonstrate the importance of participation in training processes for professional development.