Supported by our understanding of the attitudes of teachers Rafael and Fernanda, we consider that their beliefs substantially influence their practice and consequently their approach to planning statistical lessons. When teachers’ beliefs are based on the procedural practices of mathematical exercises, they may be less inclined to teach statistics as an investigative science.For this reason, if facilitators wish to improve teachers’ attitudes, they may need to carry out a
deep analysis of their context, such as community social problems within their school and their own belief system. When teachers plan and implement their own lessons and report back to the group on their teaching experiences, they and the group facilitators have an opportunity to critically reflect on their practice, including identifying gaps in content knowledge.