抄録
The present study investigated the role and importance of variability in statistics education, as well as statistics learners' reasoning and conceptions of variability in several contexts. From 1999, several researches revealed conceptions, biases, strategies and patterns that learners use when reason and interpret problems where variability is present, almost all of them characterized by a lack of sense of variability in different situations. Discussions of the previous researches' results are presented.
