Teachers and prospective teachers’ conceptions about averages

In this paper, we explore prospective teachers and teachers’ conceptions about averages. The results show that when talking which of the averages is easiest hardest to explain, respectively, two groups differ in their responses. When motivations most often are based on pedagogical explanations, indicate personal experiences, linked procedures. studying least useful, there no difference between groups. Mean considered similar what has been reported previous studies, mode useful by both Few respondents recognize mathematical properties averages, particularly “usefulness” data focus. implications discussed.