La educación estadística y probabilística en proyectos editoriales de Educación Infantil

Abstract

Resumen En este estudio se analiza la presencia de la estadística y la probabilidad en nueve proyectos editoriales para alumnos españoles de 3 a 6 años, considerando que las directrices curriculares internacionales contemporáneas promueven la enseñanza de estos contenidos a partir de los 3 años. Para la obtención de los datos, se ha diseñado un instrumento a partir de la técnica del análisis de contenido y, posteriormente, ha sido validado por seis expertos. La versión final del instrumento de análisis está formada por diecisiete categorías, organizadas en cuatro dimensiones: 1) Descripción del proyecto editorial; 2) Presencia de la estadística y la probabilidad; 3) Contenidos que se tratan; 4) Planificación y gestión. Los resultados obtenidos muestran que la presencia de la estadística y la probabilidad en los proyectos editoriales analizados es escasa y que no ofrecen suficiente información al profesorado para promover la alfabetización estadística y probabilística. Se concluye que es necesario que los proyectos editoriales repiensen las tareas que se proponen a los alumnos de 3 a 6 años para que, en su conjunto, permitan desarrollar una postura crítica ante la avalancha de datos y las situaciones de incertidumbre de nuestro entorno.

Learning Itineraries to Work "Mathematic Probability" with Future Teachers in an Online Scenario with Deck.Toys Tool

“…Although mathematics is complicated due to its abstraction, something that students repeatedly show, one of the branches that stands out the most is Statistics and Probability. Many authors have stressed, for more than 40 years, the need for the inclusion of both Probability and Statistics from the early stages (Alsina, 2017;Alsina & Salgado, 2019;Cuida et al, 2021;Ortiz & Alsina, 2019 et al, 2020). One of the main problems with Probability is that there has been a historical trend that shows the lack of importance and work in the classes of this branch, which entails different difficulties associated with the fact that students are already tired at the end of course and with the textbooks, as shown by Cañizares et al (1999), without offering sufficiently enriching and real situations that help them to reach a deep understanding.…”

Future math teachers ‘knowledge about fair games

“…But said errors are useful in the process if whoever guides it is well-founded to treat them properly, using them for the benefit of the learner. 12 The training of teachers in initial training on probability and statistics require ingenious ways of working that allow the integration of their previous conceptions, the teaching trends of the discipline and the educational needs of their future students, which can be integrated into the curricula of educational institutions, 4 in such a way that the meanings of institutional, intended and implemented of probability, are as homogeneous as possible. In addition, if you want a process of these characteristics to flow, you should think about including practicing teachers in the training processes of future teachers, in the end they are the ones who implement the curricula and therefore serve the bulk of the population, so They could give suggestions on the grassroots needs of the communities in this area.…”

“…Despite the fact that data, variation and chance are omnipresent in human life, in academic contexts, because it is considered "part of the necessary cultural heritage for every citizen, being valued by various educational and political agents as a basic component to function effectively in the information society", 1 it is common to find conflicts related to the mathematical management of situations that involve these topics. [2][3][4] However, the need that people in communities have to interpret reality and its phenomena, and to build probabilistic models to measure uncertainty, 5 make probability and statistics an instrument that enables them to information management, which allows them to make assertive decisions. 6 In this sense, the processing and analysis of information become a source of signifiers and the basis for interpreting results that can be very useful in people's community life, helping them to be increasingly critical 2,7 and therefore better decision-making.…”

“…6 In this sense, the processing and analysis of information become a source of signifiers and the basis for interpreting results that can be very useful in people's community life, helping them to be increasingly critical 2,7 and therefore better decision-making. The foregoing reveals the need to strengthen the training of those who guide the teaching and learning processes on probability and statistics, 4 in such a way that it guarantees an adequate enculturation of the communities in these topics. However, many teachers have never studied applied statistics or been involved in data analysis activities.…”

Análisis de los proyectos estadísticos diseñados por futuras maestras de Educación Infantil

“…En esta dirección, desde la Educación Estadística es posible distinguir claramente cuatro campos de investigación para el nivel de Educación Infantil: los libros de texto (Arredondo et al, 2021;Cuida et al, 2021;Vásquez et al, 2020;Vásquez et al, 2021), las actitudes hacia la estadística y su enseñanza (Vásquez et al, 2019), aquella referida a los conocimientos estadísticos desplegados por los estudiantes , y la formación del profesorado de este nivel educativo para enseñar estadística (Díaz-Levicoy et al, 2021). Es en esta última en la que centramos nuestro estudio, puesto que la actividad de diseñar tareas para la enseñanza es un reflejo del conocimiento profesional del profesorado (Blömeke et al, 2010;Kunter et al, 2013), dejando en evidencia su conocimiento respecto del tema involucrado, así como su percepción sobre el aprendizaje y la enseñanza, en este caso, de la estadística en el nivel de infantil.…”