Mathematical competencies of prospective teachers when teaching confidence intervals in a microteaching context

Pre-service teacher training in inferential statistics stands out as a priority topic in mathematics education research, with an emphasis on didactic and disciplinary competencies. This qualitative and interpretive study aims to characterize the mathematical knowledge and competence of pre-service teachers when they undertake instructional processes on the confidence interval. The methodology included a cycle composed of an initial video-recorded microteaching intervention, a reflection process, and a re-implementation. For the analysis, we used the didactic-mathematical knowledge and competencies model and the didactic suitability criteria as a theoretical and methodological tool. The results reveal that when teachers reflect on their practice and re-implement their teaching, they significantly improve their mathematical competencies (task-solving, problems linked to the content they teach, and anticipating their students’ expected responses). This reflective process proves to be fundamental for developing pedagogical skills in teaching inferential statistics.