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Statistical thinking as a tool for critical citizenship in training

This paper reports a study that investigated the contributions of statistical thinking to critical citizenship in statistics teacher education. The research participants were ten prospective teachers who were taking a seminar on teaching statistics in a Mathematics Education Bachelor program at a pu...

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Autores Principales: Martínez–Castro, Cindy Alejandra, Zapata–Cardona, Lucía
Formato: Artículo revista
Lenguaje:spa
Publicado: Universidad Nacional del Litoral 2021
Acceso en línea:https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Yupana/article/view/10823
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spelling oai:bibliotecavirtual.unl.edu.ar:article-108232021-11-05T00:44:55Z Statistical thinking as a tool for critical citizenship in training El pensamiento estadístico como herramienta para la ciudadanía crítica en la formación inicial de profesores de Estadística Martínez–Castro, Cindy Alejandra Zapata–Cardona, Lucía This paper reports a study that investigated the contributions of statistical thinking to critical citizenship in statistics teacher education. The research participants were ten prospective teachers who were taking a seminar on teaching statistics in a Mathematics Education Bachelor program at a public university in the city of Medellin, Colombia. Participants were invited to develop four statistical investigations in the classroom related to social crises. The primary sources of information were the discussions during the seminar meetings. The analysis was carried out through an initial coding to reduce the volume of information, organize it and find regularities and patterns. The main findings reflect that, through statistical investigations in the classroom, participants followed a cycle of empirical inquiry in which they linked concepts, tools, procedures, reasoning and inference, real dispositions and contexts when approaching to answer the statistical questions raised. This is a contribution to critical citizenship. El presente artículo reporta un estudio que indagó los aportes del pensamiento estadístico a la ciudadanía crítica en la formación inicial de profesores de Estadística. Los participantes de la investigación fueron diez profesores en formación que cursaban un seminario de Didáctica de la Estadística en un programa de Licenciatura en Matemáticas en una universidad pública de la ciudad de Medellín, Colombia. Los participantes fueron invitados a desarrollar cuatro investigaciones estadísticas en el aula relacionadas con crisis sociales. Las fuentes de información primaria fueron las discusiones en los encuentros del seminario. El análisis se llevó a cabo mediante una codificación inicial para reducir el volumen de la información, organizarla y encontrar regularidades y patrones. Los principales hallazgos reflejan que mediante las investigaciones estadísticas en el aula, los participantes siguieron un ciclo de indagación empírica en el cual vincularon conceptos, herramientas, procedimientos, razonamiento e inferencia, disposiciones y contextos reales al aproximarse a dar respuestas a las preguntas estadísticas planteadas. Este es un aporte a la ciudadanía crítica. Universidad Nacional del Litoral 2021-11-04 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion artículo Articulo info:ar-repo/semantics/artículo application/pdf https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Yupana/article/view/10823 10.14409/yu.v0i13.10823 Yupana; Núm. 13 (2019): Yupana; 8-27 Yupana; No 13 (2019): Yupana; 8-27 2362-5562 1668-7035 10.14409/yu.v0i13 spa info:eu-repo/grantAgreement/EC/FP7/ https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Yupana/article/view/10823/14513 info:eu-repo/semantics/openAccess Derechos de autor 2021 Yupana
institution Universidad Nacional del Litoral
collection Publicaciones periódicas
language spa
format Artículo revista
description This paper reports a study that investigated the contributions of statistical thinking to critical citizenship in statistics teacher education. The research participants were ten prospective teachers who were taking a seminar on teaching statistics in a Mathematics Education Bachelor program at a public university in the city of Medellin, Colombia. Participants were invited to develop four statistical investigations in the classroom related to social crises. The primary sources of information were the discussions during the seminar meetings. The analysis was carried out through an initial coding to reduce the volume of information, organize it and find regularities and patterns. The main findings reflect that, through statistical investigations in the classroom, participants followed a cycle of empirical inquiry in which they linked concepts, tools, procedures, reasoning and inference, real dispositions and contexts when approaching to answer the statistical questions raised. This is a contribution to critical citizenship.
author Martínez–Castro, Cindy Alejandra
Zapata–Cardona, Lucía
spellingShingle Martínez–Castro, Cindy Alejandra
Zapata–Cardona, Lucía
Statistical thinking as a tool for critical citizenship in training
author_facet Martínez–Castro, Cindy Alejandra
Zapata–Cardona, Lucía
author_sort Martínez–Castro, Cindy Alejandra
title Statistical thinking as a tool for critical citizenship in training
title_short Statistical thinking as a tool for critical citizenship in training
title_full Statistical thinking as a tool for critical citizenship in training
title_fullStr Statistical thinking as a tool for critical citizenship in training
title_full_unstemmed Statistical thinking as a tool for critical citizenship in training
title_sort statistical thinking as a tool for critical citizenship in training
publisher Universidad Nacional del Litoral
publishDate 2021
url https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Yupana/article/view/10823
_version_ 1717132786893062144
score 11.8626

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