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In this paper, we argue that statistical sense is particularly needed in the COVID-19 era, when we receive continuous information about the evolution of the pandemic through a wide variety of statistical data, graphs, and tables. Citizens need to confront the arguments based on statistical information to understand decisions that may change every few days. Moreover, students should have adequate statistical and graphical training at any stage of their education to become critical and reflective citizens when facing this type of information. In this paper, we examine some examples of different ways in which this graphic information is distributed in different media and analyse the components of statistical sense needed by students to understand and make decisions based on them. We also argue the need to complement the teaching of statistics with the study of a more complete range of graphs than those included in the curriculum. Finally, we propose that these graphs provided by the government, media, and international organizations are used by teachers as didactic resources to increase the statistical sense in their students. [ABSTRACT FROM AUTHOR]

As teacher educators involved in the initial education of prospective Early Childhood Education teachers, we observe evident signs of the monumentalistic paradigm (visiting some pre-stablished works in Mathematics as well as in Didactics of Mathematics) when the education of teachers is structured following the traditional scheme lecture-practice. In this paper, we aim at clearly identifying the challenge of a functional education of prospective teachers, formulating it as a research problem within the ATD, and exploring the potential of the lesson study device as tool to develop prospective teachers' praxeological equipment as responses to live and authentic professional questions. We will describe de design of such device, for the case of the initial education of prospective Early Childhood Education teachers around the teaching of numbers and numbering. [ABSTRACT FROM AUTHOR]

The objective of this paper is to present a characterization of algebraic competence articulated in levels and development indicators. This characterization was used to analize the mathematical practice of inservice teachers of mathematics. Through a qualitative and exploratory research design, the algebraic competence in the teachers on high school (with students between 16 and 19 years old) is investigated and described. The results suggest that teachers present inconsistencies when solving tasks that demand a level three of algebraic competence, so the articulation of training programs based on this proposal will contribute to the development of algebraic competences in teachers of mathematics. [ABSTRACT FROM AUTHOR]