In this paper we describe the development of a questionnaire designed to assess the probability content knowledge of prospective primary school teachers. Three components of mathematical knowledge for teaching and three different meanings of probability (classical, frequentist and subjective) are considered. The questionnaire content is based on curricular guidelines and primary school textbooks in Spain. The items were selected and adapted, after expert judgment, from previous research. The responses of 157 prospective primary school teachers were used to analyze the psychometric properties of the questionnaire and to provide information about various aspects of participants’ probability content knowledge. First published November 2016 at Statistics Education Research Journal Archives
A curriculum is proposed for undergraduate students, under conditions of high academic diversity, sociodemographics, and professional interests. Curriculum design has been based on international recommendations and a consultation with program coordinators of a Colombian public university on statistical training needs. This curriculum aims to develop a selection of fundamental statistical competences required for future professional practices in health sciences, recognizing the importance in the training process of both the role of the learner and the role of the teacher. Se propone un currículo para estudiantes de pregrado, bajo condiciones de alta diversidad académica, sociodemográfica y de intereses profesionales. El diseño curricular se ha basado en recomendaciones internacionales y una consulta a los coordinadores de programa, de una universidad pública colombiana, sobre necesidades de formación estadística. Este currículo pretende desarrollar una selección de competencias estadísticas fundamentales requeridas para las futuras prácticas profesionales en Ciencias de la Salud, reconociendo la importancia en el proceso formativo tanto del rol del aprendiz como del rol del docente.
This paper describes the evolution of “recognition of need for data” and “strategical thinking”, two types of thinking identified by Wild and Pfannkuch in their Framework for Statistical Thinking in Empirical Enquiry, as well as its relevance for math teacher professional development. The research was carried out with ten in-service secondary-school math teachers during an educational experience (at Bogotá, Colombia), who, in the beginning, showed high performance in procedural knowledge of data analysis. The experience was founded on project based learning that participants proposed and conducted via a survey concerning implications of a Bill, relevant for their job context. These teachers made mistakes and showed difficulties during the two first stages of the investigative cycle, problem formulation, and research planning, due possibly to their inexperience in designing an empirical inquiry. Teacher educator’s guidance, to turn mistakes into learning opportunities and teachers’ active participation, promoted the development of statistical thinking, especially linked to the types aforementioned. Abstract: Spanish Este artículo describe el desarrollo de “reconocimiento de la necesidad de los datos” y “pensamiento estratégico”, dos de modos de razonamiento identificados por Wild y Pfannkuch (1999) en su marco para pensamiento estadístico en investigación empírica, así como su importancia en la formación de profesores de matemáticas. La investigación se lleva a cabo con diez profesores de matemáticas en ejercicio, durante una experiencia de formación (Bogotá, Colombia), quienes al inicio del curso mostraron un buen nivel de conocimiento procedimental en análisis de datos. En el marco del Aprendizaje Basado en Proyectos, los profesores propusieron y desarrollaron una encuesta relacionada con las implicaciones de la implementación de un proyecto de ley, relevante para ellos. Los profesores cometieron errores y mostraron dificultades durante las dos primeras partes del ciclo investigativo, formulación del problema y planeación de la investigación, debido a su falta de experiencia en la formulación de un estudio empírico. La orientación del formador, para convertir las debilidades en oportunidades de aprendizaje, y la participación activa de los profesores favorecieron el desarrollo de razonamiento estadístico, especialmente asociado a los dos tipos de razonamientos ya mencionados.
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