El conocimiento del profesorado de Educación Primaria para enseñar estadística y probabilidad: una revisión sistemática
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We present a systematic review of studies from the last 25 years (1997-2021) that analyse, by means of different models, the knowledge of primary school teachers to teach statistics and probability. Based on a review of the JCR/SSCI, Scopus, Eric, Google Academic, Science Direct, World Scientific, Springer and Wiley Online Library databases, 34 studies were identified and analysed according to two objectives: 1) to identify the participants, the mathematical knowledge, and the knowledge model used; 2) to identify, in the studies with in-service teachers, the data collection instruments and the results obtained. The results of the first objective show: 1) a predominance of studies with future teachers; 2) a greater number of studies on knowledge to teach probability; and 3) the most used models are the Mathematical Knowledge for Teaching (MKT) and the Didactic-Mathematical Knowledge and Competences Model (CCDM). Regarding the second objective, the most used instrument is the questionnaire and the studies report low knowledge