Despite the possibilities of interactions and sharing information, only few studies investigated the use of messenger apps as a pedagogical tool. This paper reflects on possible uses of messenger app as a way to share and expand knowledge about the teaching and learning of statistics. The discussion is based on theoretical perspectives on statistics education, critical mathematics education and M-learning. A pilot study was conducted with early years elementary school Brazilian teachers. In this paper we discuss results from participants' responses to an online questionnaire. The results indicated that participants frequently use WhatsApp application and email on daily basis. Regarding the teachers' previous teaching of statistics, their responses suggested that they know about statistical graphs and they already approached pedagogical activities on statistical contents. Further stages of this study will explore in-service teacher education situations in which the use of Whatsapp might assist discussions and elaborations of pedagogical activities in school and extra-school contexts.

In this paper we discuss aspects of a research study which investigated collaborative experiences with teachers from a Ororubá Xukuru indigenous village in Pernambuco, Brazil. The study focused on the teaching of statistics related to daily live situations. Based on a qualitative ethnographical research design we tried to answer the question 'if and how primary school teachers in an indigenous school context teach statistical content'. Methodological procedures foreseen in ethnographic research were integrated in the data collection: (i) participant observation, (ii) semi-structured interviews, (iii) diaries, and (iv) collaborative group. Theoretical concepts of Zone of Proximal Development (ZPD), background and foreground knowledge and statistical literacy were used to interpret teaching practices. After presenting initial results we can answer the question affirmative and confirm that teaching practices of Ororubá Xukuru teachers are grounded in the ZPD of students, they are related to the background and foreground knowledge of the students and they enhance the statistical literacy.

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