The Statistical Reasoning Level of Chilean Students of Pedagogy in Mathematics on Statistical Hypotheses Tests

Abstract

Background: There is a relationship between a country's progress and the statistical formation of its citizens, where the statistical reasoning of mathematics teachers is crucial to increase this relationship. Objective: To determine the level of statistical reasoning on hypothesis tests of future Chilean mathematics teachers. Design: The methodology used is a quantitative transectional approach. The SOLO (Structure of the Observed Learning Outcome) taxonomy was used to characterise the pre-service teachers' level of knowledge of the main concepts of hypothesis testing. Settings and participants: Chilean students from V to VIII level of Pedagogy in Mathematics who passed the statistics subjects of the formative itinerary, subjects that include the topic of hypothesis testing. Data collection and analysis: Through a consecutive non-probabilistic sampling and an instrument previously validated by expert judges, a sample made up of 29 of 43 pre-service teachers was analysed, obtaining a representation of 67% of the target population. Result: There was enough evidence to affirm that the per-service teachers' statistical reasoning is in prestructural and unistructural levels of the SOLO taxonomy regarding their knowledge of the statistical hypothesis tests. Conclusion: It is necessary to correct this situation by means of remedial tools before those students graduate and begin teaching. Nivel de razonamiento estadístico de los estudiantes chilenos de Pedagogía enMatemática sobre pruebas de hipótesis estadísticas RESUMEN Contexto: Existe una relación entre el progreso del país y la formación estadística de sus ciudadanos, donde el razonamiento estadístico de los profesores de Palavras-chave: professor chileno em formação; taxonomia SOLO; raciocínio estatístico; teste de hipótese estatística.