Abstract

This study examines the tensions experienced by a mathematics teacher educator when teaching statistical inference, a topic where several teaching and learning difficulties have been recognized in pre-service training of secondary mathematics teachers. For this purpose, a qualitative approach of interpretative nature was used; the mathematics teacher educator’s reflections on the teaching of statistical inference were analyzed using recorded logs and critical friendship meetings. The analysis identified three significant tensions: one related to statistics as a discipline; the second one linked to its teaching; and the third one associated with student learning. Finally, possible improvements to the formative processes in pre-service teacher education are discussed.