Abstract

In this study we analyze the questions generated by a group of student teachers when dealing with summary tables or summary graphs that address social issues linked to civic statistics. Drawing on different authors who define various levels of understanding of statistical representations, we established a characterization of the questions formulated by these students. We help to fill a theoretical gap, advancing in the characterization of the questions that students ask when confronted with data presented in a complex way in summary tables and summary graphs. This study can provide guidance on how to teach students to decode tables and representations typical of civic statistics.