Development of Statistical Thinking: an issue in elementary schools teacher's training

This paper analyzes the relationships between the use of various records of semiotic representation in the case of Statistics, specifically graphs and tables, and the development of statistical thinking. Notions of records of semiotic representation were used as a theoretical framework, more specifically different understandings of a figure and of transnumeration. The work that we present is of a qualitative nature; more specifically, it is a case study aiming to understand the development of the statistical thinking of two subjects. Based on the analysis of the protocols, we can infer an evolution in their development of statistical thinking. However, the articulation necessary between the records of semiotic representations, which should result in a more detailed analysis of the problem, was not observed.