Over the last decades,it has been shown that teaching and learning statistics is complex, regardless of the teaching methodology. This research presents the different learning profiles identified in a group of future Primary Education (PE) teachers during the study of the Statistics blockdepending on the methodology used and gender, where the sample consists of 132 students in the third year of the PE undergraduate degree in theUniversity of the Basque Country(Universidad del Pa\'is Vasco/Euskal Herriko Unibertsitatea, UPV/EHU). To determine the profiles, a cluster analysis technique has been used, where the main variables to determine them are, on the one hand, their statistical competence development and, on the other hand, the evolutionof their attitude towards statistics. In order to better understand the nature of the profiles obtained, the type of teaching methodology used to work on the Statistics block has been taken into account. This comparison is based on the fact that the sample is divided into two groups: one has worked with a Project Based Learning (PBL) methodology,while the other has worked with a methodology in which theoretical explanations and typically decontextualized exercises predominate. Among the results obtained,three differentiated profiles areobserved, highlighting the proportion of students with an advantageous profile in the group where PBL is included.With regard to gender, the results show that women's attitudes towardstatistics evolvedmore positively than men's after the sessions devoted to statistics in the PBL group.

翻译：过去几十年研究表明，无论采用何种教学方法，统计学的教与学都具有复杂性。本研究针对未来小学教育（PE）教师群体在统计学模块学习过程中，基于不同教学方法和性别差异识别出的多种学习特征展开分析。样本包括巴斯克大学（Universidad del País Vasco/Euskal Herriko Unibertsitatea，UPV/EHU）小学教育专业三年级的132名学生。为确定学习特征，研究采用聚类分析技术，主要变量包括：一是学生的统计能力发展水平，二是其对统计学态度的演变过程。为深入理解所获特征的本质，研究考虑了统计学模块教学过程中采用的方法类型。该比较基于样本分为两组的设定：一组采用项目式学习（PBL）方法，另一组则以理论讲解和典型脱离情境的练习为主的方法。研究结果显示，共识别出三种差异化的学习特征，其中采用PBL方法的小组中具有优势特征的学生比例更为突出。从性别视角来看，研究结果表明，在PBL小组的统计学专题教学后，女性对统计学的态度改善程度优于男性。