This study addresses how elementary preservice
teachers (EPSTs) think about variation in the three
contexts of sampling, data and graphs, and
probability situations. A qualitative study was
undertaken with thirty students in an elementary
teachers mathematics course. Written surveys were
completed by all students both before and after class
interventions, and six students participated in pre
and post interviews. Collective results from the
survey data, interview data, and class observations
were used to describe components of an evolving
framework useful for examining EPSTs conceptions...