Specialized knowledge and statistical thinking: Points of convergence in the education of pre-service mathematics teachers

Francisco Rodríguez-Alveal; Ana Carolina Maldonado-Fuentes

doi:10.29333/ejmste/19951

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Francisco Rodríguez-Alveal ¹ ^* , Ana Carolina Maldonado-Fuentes ¹

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¹ Universidad del Bío-Bío, Chillán, CHILE^* Corresponding Author

Abstract

The aim of this study is to explore the stochastic knowledge demonstrated by pre-service mathematics teachers in their development of a statistical project based on the investigative cycle, from the perspective of the mathematics teacher’s specialized knowledge (MTSK) model. The participants were 16 pre-service mathematics teachers selected through non-probability sampling. These participants completed a statistical project aligned with an experimental design to study the effect of light on the growth of bean seedlings. Following a qualitative methodology, content analysis was used to identify the predominant ideas that emerged across the different phases of the experiment. The findings indicate that, while participants carry out all phases of the research cycle, they exhibit limited interpretive skills, revealing weaknesses in the development of competencies associated with statistical thinking. These findings suggest limited development of the disciplinary knowledge required to effectively support the teaching and learning of statistics in school settings.

Keywords

investigative cycle
statistical thinking
specialized knowledge
pre-service mathematics teachers
MTSK-stochastic
disciplinary knowledge

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 22, Issue 12, December 2026, Article No: em2965

https://doi.org/10.29333/ejmste/19951

Publication date: 14 Nov 2026

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Article Downloads: 3

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How to cite this article

APA

Rodríguez-Alveal, F., & Maldonado-Fuentes, A. C. (2026). Specialized knowledge and statistical thinking: Points of convergence in the education of pre-service mathematics teachers. Eurasia Journal of Mathematics, Science and Technology Education, 22(12), em2965. https://doi.org/10.29333/ejmste/19951

Vancouver

Rodríguez-Alveal F, Maldonado-Fuentes AC. Specialized knowledge and statistical thinking: Points of convergence in the education of pre-service mathematics teachers. EURASIA J Math Sci Tech Ed. 2026;22(12):em2965. https://doi.org/10.29333/ejmste/19951

AMA

Rodríguez-Alveal F, Maldonado-Fuentes AC. Specialized knowledge and statistical thinking: Points of convergence in the education of pre-service mathematics teachers. EURASIA J Math Sci Tech Ed. 2026;22(12), em2965. https://doi.org/10.29333/ejmste/19951

Chicago

Rodríguez-Alveal, Francisco, and Ana Carolina Maldonado-Fuentes. "Specialized knowledge and statistical thinking: Points of convergence in the education of pre-service mathematics teachers". Eurasia Journal of Mathematics, Science and Technology Education 2026 22 no. 12 (2026): em2965. https://doi.org/10.29333/ejmste/19951

Harvard

Rodríguez-Alveal, F., and Maldonado-Fuentes, A. C. (2026). Specialized knowledge and statistical thinking: Points of convergence in the education of pre-service mathematics teachers. Eurasia Journal of Mathematics, Science and Technology Education, 22(12), em2965. https://doi.org/10.29333/ejmste/19951

MLA

Rodríguez-Alveal, Francisco et al. "Specialized knowledge and statistical thinking: Points of convergence in the education of pre-service mathematics teachers". Eurasia Journal of Mathematics, Science and Technology Education, vol. 22, no. 12, 2026, em2965. https://doi.org/10.29333/ejmste/19951