  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.
