Abstract

This study evaluates statistical literacy skills of prospective secondary school mathematics teachers in Chile. Using a qualitative and descriptive methodology based on content analysis, responses are collected from 31 future mathematics teachers at a university in the central-southern region of Chile. Using an open-ended questionnaire, the assessed skills include: identifying the most appropriate measure of central tendency, calculating measures of central tendency, interpreting these measures, reading tables and graphical representations. The results show that the most deficient skills are identifying the most appropriate measure of central tendency in a data set and interpreting these measures in contextual situations. The skill with the best performance is reading data in frequency tables. In conclusion, future mathematics teachers can read literal data from statistical graphs, but have difficulties detecting errors. © Este es un artículo publicado en acceso abierto bajo una licencia Creative Commons