Statistics Teaching: Literacy as a Bridge between Preservice Mathematics Teacher Education and Basic Education

This paper analyzes the development of statistical literacy in first-year and final-year students of a Mathematics teacher education program at a state university, seeking to answer the extent to which initial teacher education contributes to the construction and consolidation of the skills and competencies involved in this phenomenon. It is an applied, descriptive study with a mixed qualitative–quantitative approach. Research techniques included bibliographic research and an observational field study. The results indicate that first-year students show limited evidence of statistical literacy, with a strong reliance on basic procedural knowledge. Furthermore, although final-year students demonstrate progress, especially in the mastery of techniques and calculations, difficulties persist in critical analysis and contextual interpretation skills, which are characteristic of the higher levels of literacy. Although the study is not generalizable, it offers parameters for curricular revisions in the analyzed teacher education program, aiming to strengthen critical statistical literacy in alignment with the BNCC (Brazil's National Common Curricular Base).

Keywords:
Statistical literacy levels; Mathematics teacher education; Statistics teaching; Basic Education; State University