Building Capacity in Statistics Teacher Education

Ponte, João Pedro da; Noll, Jennifer

doi:10.1007/978-3-319-66195-7_14

Cited by 6 publications

(6 citation statements)

References 35 publications

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“…De manera más desigual, se destacan otras características relacionadas con el ABP, como pueden ser el aprendizaje entre iguales, el reparto de roles, la corresponsabilidad, el reparto equitativo del trabajo, los procesos de reflexión, la importancia de comunicar los resultados, o la transferibilidad del aprendizaje obtenido. Entendemos consecuentemente que, en este caso, el uso de datos reales sí ha brindado oportunidades para usar ideas estadísticas de manera realista (Ben-Zvi et al, 2019), y que de cara al futuro debe seguir en el centro mismo de la actividad del aula (Ponte y Noll, 2018).…”

Section: Discussionunclassified

“…Makar y Confrey (2004) señalan que se amplía su punto de vista acerca de la estadística y el análisis de datos. En definitiva, muchas investigaciones defienden que el trabajo mediante proyectos realistas de análisis de datos con futuros docentes ha de estar en el propio centro de la actividad del aula (Ponte y Noll, 2018). Puede ser muy valioso para que ellos mismos, además de contextualizar sus propios conocimientos estadísticos (Rivas, Godino y Arteaga, 2019;Berciano, Anasagasti y Zamalloa, 2021), se sientan motivados a utilizar esta misma metodología con su futuro alumnado de educación primaria (Mendes, 2006).…”

Section: Aprendizaje Basado En Proyectosunclassified

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Estadística por proyectos en el grado de Educación Primaria: un estudio de casos

2022

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Entre los principios metodológicos apropiados para la enseñanza-aprendizaje de la estadística destaca el aprendizaje basado en proyectos (ABP). En este artículo centramos nuestro interés en identificar las características emergentes de la implementación de un módulo diseñado según los principios metodológicos del ABP. Para ello, presentamos un estudio de casos de tres estudiantes en el que se analizan sus percepciones acerca de: la metodología de ABP usada, el desarrollo de su competencia estadística y la evolución de su actitud hacia la estadística. Los resultados sugieren que dichos principios son percibidos positivamente por el alumnado puesto que ayudan a introducir contextos reales, generar hipótesis propias y dinamizar los equipos de trabajo, lo que contribuye a una mejora tanto de su competencia estadística como de su actitud hacia ella.

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Section: Discussionunclassified

Section: Aprendizaje Basado En Proyectosunclassified

Estadística por proyectos en el grado de Educación Primaria: un estudio de casos

2022

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“…Although few models have been developed to characterise the professional knowledge of teachers to teach statistics and probability [11][12][13], since the end of the last century, some models that describe important aspects to consider have been developed. Moore [14], for example, notes that instruction in these topics requires joint activation between content, pedagogy, and technology, where the latter plays a fundamental role, as it is directly linked to content and pedagogy since it facilitates, through the use of technological tools, aspects such as: visualization, problem solving, the use of various representations, simulations, etc.…”

Section: The Knowledge Of Teachers To Teach Probabilitymentioning

confidence: 99%

Analysing Probability Teaching Practices in Primary Education: What Tasks Do Teachers Implement?

Vásquez

Pastells

2021

Mathematics

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This study analyses probability tasks proposed by primary education teachers to promote probabilistic literacy. To this end, eight class sessions at various levels of the Chilean educational system were recorded on video and analysed through the ”probability tasks” dimension from the “Observation Instrument for Probability Classes” (IOC-PROB), which includes five components: use of resources, probabilistic contexts, cognitive challenge, procedures and strategies, and probability meanings. The results show that probability tasks focus mainly on technical knowledge, causing the probability class to become an arithmetic class in which only formulas are applied, mechanically and with no meaning. As a result, we see no use of technological resources, a low use of physical materials, and an absolute predominance of solving decontextualised exercises. We conclude that it is necessary to enhance the probability teaching practices based on lesson plans that consider a wide variety of resources and contexts to gradually advance towards a representation of probabilistic knowledge that relies on conventional procedures and notations.

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“…Along these lines, Ponte and Noll (2018) presented a comprehensive discussion about statistics teacher education that covers all levels and emphasize three challenges: knowledge of content, classroom actions, and acquaintanceship with statistics software. According to the authors, the development of statistics teachers is an incredibly important task that needs to be taken seriously by the community of statistics education.…”

Section: Teaching-learning Of Statisticsmentioning

confidence: 99%

Discussion Circle for the Teaching-Learning of Statistics

Magalhães

2021

SERJ

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Conceptual appropriation is central to the teaching-learning and development processes. The intellectual stage is expressed by writing, verbalization and the use of the object under construction, among other means of expression. This paper discusses the conceptual appropriation by means of the creation of collaborative situations in which the argumentative language mediates the construction of knowledge. Supported by Vygotsky’s cultural-historical theory, Discussion Circle is an activity that consists of presenting some conceptual questions for the class to discuss in small groups initially, and then in a larger group, as a general meeting. Hence, we present the central ideas and theoretical support for the development of this activity and comment on a practice that took place during a course of Basic Statistics, part of the Teaching Program in Mathematics. Results indicate the conceptual development of students, which allows for the improvement of elementary school mathematics’ teacher education in terms of statistics studies, which is a strategic matter of importance for the broadening of society’s knowledge about this area. Abstract: Portuguese No processo de ensino-aprendizagem e desenvolvimento, a apropriação conceitual é central. O estágio intelectual se expressa, entre outras formas, pela escrita, verbalização e uso do objeto em construção. Este artigo discute a apropriação conceitual por meio da criação de situações colaborativas em que a linguagem da argumentação medeia a construção do conhecimento. A atividade Roda de Conversa, apoiada na teoria Histórico-Cultural de Vygotsky, consiste em propor algumas questões conceituais para a classe discutir, inicialmente em pequenos grupos e, a seguir, em uma reunião geral. Apresentamos as ideias centrais e os suportes teóricos para o desenvolvimento dessa atividade e comentamos sobre uma realização prática ocorrida em uma disciplina de Estatística Básica do curso de Licenciatura em Matemática. Os resultados encontrados indicam o desenvolvimento conceitual dos estudantes, colaborando com a melhoria da formação estatística do professor de Matemática da Educação Básica, questão estratégica na ampliação do conhecimento da sociedade sobre a área.

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Building Capacity in Statistics Teacher Education

Cited by 6 publications

References 35 publications

Estadística por proyectos en el grado de Educación Primaria: un estudio de casos

Estadística por proyectos en el grado de Educación Primaria: un estudio de casos

Analysing Probability Teaching Practices in Primary Education: What Tasks Do Teachers Implement?

Discussion Circle for the Teaching-Learning of Statistics

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