(Objective)

This research presents the process of construction and validation of an MTSK-Stochastic Questionnaire.

(Methodology)

Through a process consisting of three phases - 1) bibliographic review; 2) construction of the initial version; 3) validation through expert judgment and subsequent implementation of the pilot (trial) - an open questionnaire was constructed to assist in gathering data for analysis and evaluation of aspects of specialized knowledge of in-service Primary Education teachers for teaching statistics and probability, based on the Mathematics Teacher's Specialized Knowledge (MTSK) model and the Mathematics Teaching Itinerary Approach (MTIA).

(Results)

The evaluations and opinions of the experts were generally positive, although some elements of the initial questionnaire were eliminated and others were reformulated to improve clarity and ease of understanding.

(Conclusions)

The final version of the questionnaire, which consists of 5 items for the analysis of statistics and 5 items for the evaluation of probability, makes it possible to provide accurate evaluations of mastery of mathematical knowledge: knowledge of topics, mathematical structure, and mathematical practice; and, in the didactic domain, accurate evaluations of knowledge of learning standards and characteristics, as well as knowledge about mathematics teaching.

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