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The aim of this study, that was carried out in descriptive of the survey, is to assess the understanding and misunderstanding of the concept of probability eighth grade students. The samples of this study are, all eighth grade boy and girl students of Tehran province. The study sample,1330 eighth grade students in Tehran who were selected randomly. A random sample of 1330 students, from different public school. intelligence school, Shahed and perspicacious school randomly classified. and they were given 15 questions. which their validity has been studied by the number of math professors and teachers of mathematics and experienced math teachers. The reliability tests with Cronbach's alpha coefficien. 961 Was confirmed.After analyzing descriptive statistics, misunderstanding of the students were identified in seven groups as follow: lack of understanding rational numbers and its relationship to fractions, lack of understanding some of the concepts prerequisite, language problems, using their own methods to calculate the probability, inability to count all possible states, inappropiate generalization and the inability of the undrestanding of prerequisite problems.

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The purpose of this research is to investigate the statistical thinking of undergraduate student teachers in the field of mathematics education in the topic of diagrammatic literacy based on the framework of Wilde and Pfannkuch. For this purpose, a questionnaire including 9 diagram literacy questions (box diagram) was designed. The questions were classified based on the components of the Wilde and Pfannkuch framework. Questionnaire was completed by 50 student teachers of math education of Farhangian University of Education and Training of the director of Shahid Darjaei (boys and girls). The responses were leveled based on Watson's framework, which is a modification of Solow's model. The significance of the gender differences of student teachers was not confirmed statistically. The findings showed that most of the student teachers' answers in all statistical components are at the relational level, but the results showed the average performance of the student teachers in the components of statistical thinking in the topic of graph literacy.

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The importance of statistics and its education in today’s world, which is full of information and data, is not hidden from
anyone. Statistical thinking is the main core of correct understanding of statistical concepts, data analysis and interpretation
of phenomena. With the aim of achieving a comprehensive definition of statistical thinking and determining its elements,
the present research has studied the researches of the last thirty years. This descriptive research has been carried out in a
qualitative metacomposite
method to provide an insight into the totality of existing studies. Based on the entry criteria,
123 researches were identified between 1990 and 2022, and finally, after screening, 22 researches were selected for detailed
review and analysis. According to the present metacomposite findings, the elements of statistical thinking are: 1) Being dataoriented:
paying attention to data, identifying the need for data, collecting and considering data, different representations of
data, and methods of converting them to each other. 2) Variability: Considering permanent changes in all phenomena. 3)
Statistical inference: paying attention to the types of sampling, reasoning and inference using statistical models, including the
use of statistical charts and generalizing the results from the sample to the population. [4) Analysis of the statistical context:
combining the statistical problem with the context.