Task design to support preservice teacher development of statistical graphic critical thinking skills

Abstract Critical thinking is a skill that people must develop to navigate skillfully the information they receive through media channels. The cultivation of this skill must begin in the early stages of education and continue uninterrupted through the completion of academic training. For this reason, the search for tools to promote critical thinking in the classroom is crucial. To address this situation, it is essential that the initial training of educators provides them with valuable resources, offering them a tool for supporting critical thinking in their own future classrooms. This paper presents an activity to cultivate statistical graphic critical thinking (SGCT task) of preservice teachers, offering them a tool for their future teaching role. This approach is implemented dynamically, incorporating real‐world information and simulating individuals' everyday situations. The proposal, implemented with a cohort of 60 preservice teachers, has proven beneficial in improving the critical thinking skills of participating preservice teachers.