Teaching and assessment of learning in statistics

the experiences of multipurpose teachers in initial training

Abstract

This article aimed to analyze the experiences of teaching and assessment in Statistics among versatile teachers during their initial training for teaching, considering both pedagogical and emotional dimensions that permeate this process. The research question sought to understand how teaching and assessment practices experienced during this period influenced the relationship of these teachers, who worked in the early years of elementary education, with statistical content and with their own professional development. The theoretical framework articulated contributions on the knowledge base for teaching, assessment of learning, and the emotional implications of teaching practice. The study, qualitative in nature and interpretative in approach, involved twelve versatile teachers from public schools in Paraná, Brazil, whose formative trajectories included Teacher Training, Pedagogy, and other undergraduate programs. Data was generated through semi-structured interviews and analyzed using Discursive Textual Analysis, which enabled the construction of categories related to assessment practices, the emotions arising from these practices, and their implications for learning. The results revealed the predominance of summative assessments, focused on exams and tests, which triggered feelings of fear, anxiety, insecurity, and frustration, negatively affecting the teachers’ relationship with Statistics and, in some cases, generating aversion to discipline. It is concluded that such experiences reinforce the need to rethink initial teacher education by diversifying assessment strategies capable of promoting statistical literacy, meaningful learning, and greater sensitivity to the emotional dimensions of teaching practice.