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This article presents the results of an investigation inserted in an intervention cycle of a design based research (DBR) on the development of didactic knowledge of mathematics teachers, namely with respect to statistics. Its aim is to understand how the articulation of a set of design principles in the context of a teacher education experience can contribute to promote the didactic knowledge of the participants. Data analysis is based on the following design principles: use of exploratory tasks; use of authentic classroom situations; and use of technology. The results suggest that the design principles assumed in the teacher education experience contributed to the development of the teachers' knowledge regarding the potential of the exploratory approach to statistics, in order to expand their knowledge about the tasks that can make a contribution to this type of teaching. [ABSTRACT FROM AUTHOR]