Developing of prospective primary school teachers' common and advanced statistical knowledge

We analyze the results of a statistics formative process based on data analysis projects, and designed for prospective primary school teachers. We took into account some aspects of common content knowledge (e.g. tables, graphs, averages and spread) and advanced content knowledge (e.g. comparing frequency distributions, outliers) relevant for the education of prospective teachers. The analysis of one of the projects solved by participants, reveals the learning potential of project-based teaching for making sense of data analysis techniques. The analysis also showed some conflicting points of learning that should be taken into account along the institutionalization and practicing moments, to complement the exploration stages favored by the projects.