The Concept of Stochastic in Mathematics Teacher Education: perceptions of teachers and educators

This paper presents part of a study that investigated how in-service mathematics teachers perceive the insertion of the concept of stochastic in their education and professional practice, as well as how teacher educators perceive the insertion of the concept in the education of mathematics teachers. The data consists of responses to a questionnaire that was answered by 30 teachers in public and private schools in the region of Jundiai/SP as well as transcriptions of interviews with four educators (three females and one male). The analysis suggested that the initial or continued education has not contributed to the teachers' construction of a repertoire of knowledge that enables them to act with confidence when facing the challenge of forming the stochastical thought of the students. Nevertheless, some teachers have consulted textbooks or other materials for guidance regarding how to include statistical content in their classrooms.