The official inclusion of the teaching of graphing in school curricula has motivated<br>increasing research and innovative pedagogical strategies such as the use of media graphs in school<br>contexts. However, only a few studies have investigated knowledge about graphing among those who will<br>teach this curricular content. We discuss aspects of the interpretation of media graphs among primary school<br>student teachers from Brazil and England. We focus on data which came from questionnaires and interviews<br>which gives evidence of the mobilisation of several kinds of knowledge and experiences, in the<br>interpretation of media statistical graphs. The discussion of results might contribute to an understanding of<br>the complexity of the interpretation of such graphs, and to the development of pedagogical strategies which<br>can help teachers think about the teaching and learning of statistics in ways that will support the balance of<br>these kinds of knowledge.
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education