The concept of statistical sense provides an understanding of the goals of statistics education and helps to clarify the design of activities that promote the development of statistical literacy, reasoning and thinking. The new approaches to statistics in schools mean special attention must be paid to teacher training. This training should enable them to develop their statistical sense while awakening their social awareness. Drawing on the idea of the cycle of learning from data, we developed an activity based on data extracted from EUROSTAT, with the goal being to find out how the social issues underlying the data might play a role in the development of a socially critical stance among prospective teachers. We also wanted to find out how the complexity of the data presented might interfere with a satisfactory resolution of the cycle of learning from data. In general, we observed that when the data were socially relevant and closely related to their interests, the activity generated opportunities for the development of their social awareness. However, the development of the cycle may have been constrained by the difficulties they encountered when handling data with characteristics typical of civic statistics. We conclude that not all the contexts that accompany the cycle of learning from data promote social awareness in the same way and that the data representations associated with the cycle must be aligned with the prospective teachers’ prior statistical knowledge.

统计意义的概念提供了对统计教育目标的理解，并有助于阐明促进统计素养、推理和思维发展的活动的设计。学校统计的新方法意味着必须特别关注教师培训。这种培训应该使他们培养统计意识，同时唤醒他们的社会意识。借鉴从数据中学习的循环理念，我们根据从 EUROSTAT 中提取的数据开展了一项活动，目的是找出数据背后的社会问题如何在人们形成社会批判立场的过程中发挥作用。未来的教师。我们还想找出所提供数据的复杂性如何影响从数据中学习的周期的令人满意的解决方案。总的来说，我们观察到，当数据与社会相关并且与他们的兴趣密切相关时，该活动为他们的社会意识的发展创造了机会。然而，该周期的发展可能受到处理具有公民统计典型特征的数据时遇到的困难的限制。我们的结论是，并非所有伴随数据学习周期的背景都以同样的方式促进社会意识，并且与周期相关的数据表示必须与未来教师先前的统计知识保持一致。