Examining Pre-service Mathematics Teachers’ Statistical Investigations: Challenges and Instructional Support

Abstract The ability to use data effectively has become increasingly essential, and statistical investigations are central to developing this ability. A statistical investigation involves formulating questions, collecting and analyzing data, and interpreting results to draw conclusions. However, pre-service mathematics teachers (PSTs) often face challenges in engaging with the full cycle of statistical investigations, and research examining their progress is still emerging. This study examines the engagement of 26 PSTs who participated in 6 weeks of group-based statistical investigations. Data were collected through audio recordings of in-class group work, classroom discussions, and weekly submissions, and analyzed within a design-based research perspective. Findings show that the problem stage of the statistical investigations was the most demanding for PSTs. In terms of the other stages, formulating investigative questions, forming relevant variables and aligning them to a question, and selecting representative samples required considerable time and influenced subsequent stages of the cycle. Additional difficulties that PSTs experienced included planning data collection and analysis, as well as a tendency to prioritize categorical over quantitative variables. Future studies could focus on designing structured interventions that systematically target the stages of the statistical investigative cycle–especially the earlier ones–by incorporating diverse statistical investigative questions and variable types to foster foundational skills for statistical investigations.