Contextualizing the statistical training for the mathematics teacher from the perspective of the documentational approach to didactics

Abstract Initial training is a transition time for the future teacher, since it is when the metamorphoses which transform the person’s status from student to teacher take place. Therefore, analyzing this profile is essential to offer cognitive experiences that allow the structuring of teaching resources for future professional experiences. In this context, this paper analyzes the genesis of the statistics teaching documents of a future mathematics teacher, while listing the pedagogical beliefs emerging from them. This research presents a case study following a Mathematics Education undergraduate student for 24 months, as an opportunity to understand her narratives and didactic resources when learning how to teach statistics using the Documentational Approach to Didactics’ Reflective Investigation. Data analysis was performed quantitatively and qualitatively, using an interpretative perspective, associated with the use of the Iramuteq lexical analysis software. The results indicate that the experiences offered by the training professors, endowed with pedagogical intent, exert some influence over the future teachers’ didactic documents.