A portrait of prospective mathematics teachers’ readiness in statistical literacy of school students

The problem and the aim of the study. Statistical literacy is a crucial skill for the general public in the current era of big data and poses a significant challenge for future educators, particularly prospective mathematics teachers. Proficiency in statistical literacy is essential for these teachers as they enhance students’ statistical literacy in schools. Inadequate readiness in statistical literacy among prospective mathematics teachers can adversely affect students’ statistical literacy levels, leading to a less prepared society to deal with statistical data in the future. Therefore, evaluating the statistical literacy of prospective mathematics teachers and assessing their preparedness is of utmost importance. This study aimed to elucidate and elaborate on the statistical literacy of prospective mathematics educators, encompassing a spectrum from basic statistical comprehension to the capacity for critical evaluation of information. Research methods. The study involved 70 prospective mathematics teacher students at a private university in Indonesia from the first to the last semester. A qualitative descriptive approach was used, with a statistical literacy test comprising ten multiple-choice and three essay questions. The essay and multiple-choice questions were validated and reliable with an SEM value of 1.293. The data analysis will evaluate students’ responses to assess four aspects of statistical literacy: understanding statistical and probability terms, data interpretation, decision-making based on data, and critical evaluation of information. KEYWORDS Results. The findings of this study indicate that the average statistical literacy competency among prospective mathematics teachers is 40.6%. The participants understood basic statistical terminology and probability, scoring 63.2%. However, their performance in data representation and interpretation was subpar, with a score of 36.8%, and their ability to conclude decision-making was notably low, scoring 31.6%. The most significant deficiency was observed in the critical evaluation of information, which garnered a score of only 16.4%. This inadequacy can be attributed primarily to many students’ reliance on idiosyncratic reasoning, who tended to draw conclusions based on personal experiences and attitudes rather than employing contextual reasoning appropriate for the tasks. The results of this study highlight the urgent need for prospective mathematics teachers to enhance their competencies in critical evaluation, particularly in the contextual understanding of mathematical tasks and principles. statistical literacy, prospective mathematics teacher, a case study Conclusion. The findings of a comprehensive qualitative analysis of the four dimensions of statistical literacy assessed in this research indicate that prospective mathematics teachers demonstrated the lowest proficiency in critically evaluating information, concluding, and making decisions. These results raise concerns for institutions responsible for educating mathematics teacher candidates. It is anticipated that an enhanced level of statistical literacy among prospective mathematics teachers will positively impact students’ proficiency in the school and contribute to advancing statistical literacy within Indonesian society.