Pre-service mathematics teachers' statistical reasoning about mean

This article offers a descriptive qualitative analysis of 3 second-year pre-service teachers' statistical reasoning about the mean. Twenty-six pre-service teachers were tested using an open-ended problem where they were expected to analyze a method in finding the mean of a data. Three of their test results are selected to be analyzed. The results suggest that the pre-service teachers did not use context to develop the interpretation of mean. Therefore, this article also offers strategies to promote statistical reasoning about mean that use various contexts.