Abstract

This study investigated Greek pre-service teachers’ cognitive abilities in statistical problem solving related to the concept of frequency or relative frequency. Three different kinds of tasks in a test were given to pre-service teachers. Principal Components Analysis and Implicative Statistical Analysis were used for the analysis of the data. Both statistical analyses provide the same grouping of pre-service teachers’ responses and confirm the absence of high cognitive competence in statistical problem solving and flexibility related to translation of different representations modes of these statistical notions.