El conocimiento pedagógico del contenido de estadística en profesores de primaria

Estrella, Soledad; Olfos, Raimundo; Mena-Lorca, Arturo

doi:10.1590/s1517-97022015041858

Cited by 27 publications

(32 citation statements)

References 19 publications

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“…Piaget and Inhelder ( 1955 ) argued that some types of tables should be presented to students who are at least 12 years old. In 2010, two Chilean studies, (Estrella, 2010 ;Estrella, Olfos & Mena-Lorca, 2015 ) referred to pedagogical content knowledge, showed that treatment of tables presents diffi culties for teachers ( n = 85) and students ( n = 1500). What concepts are present in students' mind during their interpretation of tables?…”

Section: Discussionmentioning

confidence: 99%

The Teaching and Learning of Statistics

Ben‐Zvi¹,

Makar²

2016

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Section: Discussionmentioning

confidence: 99%

The Teaching and Learning of Statistics

Ben‐Zvi¹,

Makar²

2016

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“…Para ambos tipos de profesores, no hay cursos de didáctica de la estadística. La situación internacional al respecto es parecida (ESTRELLA, 2016;OLFOS;MENA-LORCA, 2015).…”

Section: Los Profesores Evaden Algunos Contenidosunclassified

Estabilidad Epistemológica del Profesor Debutante y Espacio de Trabajo Matemático

Montoya-Delgadillo

Mena-Lorca

2016

Bolema

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ResumenEn este trabajo estudiamos la estabilidad epistemológica de profesores debutantes. Para ello, hemos hecho un estudio cualitativo de su ETM-idóneo en el momento en que desarrollan un dominio matemático con sus estudiantes, de modo de clarificar los elementos que ponen en juego cuando despliegan una tarea en el aula. Mostramos resultados relativos al favorecimiento eventual que hacen esos profesores de la concreción de las génesis semiótica, instrumental y discursiva, y de la circulación entre los distintos polos de los planos epistemológico y cognitivo. Del estudio se desprende que la epistemología del profesor debutante no es estable, debido a una tensión entre su ETM-personal y su ETM-idóneo.Palabras clave: Estabilidad Epistemológica. Profesores Debutantes. Algebrización. AbstractIn this research, we study the epistemological stability of beginning teachers. To do this, we have made a qualitative study of their suitable-MWS when developing a mathematical domain with the students, so as to clarify the elements that they put into play when unfolding a task in the classroom. We show results related to the eventual favoring that those teachers make of the realization of semiotic, discursive and instrumental genesis, and of the circulation between the different poles of the epistemological and cognitive planes. The study shows that the epistemology of beginning teachers is not stable, due to tension between their personal-MWS and their suitable-MWS. por epistemología del profesor las creencias que él manifiesta sobre el conocimiento, y su construcción y transmisión en el contexto escolar; para nosotros, tales creencias tienen un carácter paradigmático, y la construcción es la del objeto matemático en cuestión -y la transmisión es una metáfora.Reportamos acerca de la estabilidad de esa epistemología al cambiar el PD su rol de aprendiz de la matemática y de su enseñanza por uno de profesor de matemática en ejercicio; para ello, analizamos la expresión de su ETM-idóneo en el aula, cuando desarrolla un dominio matemático y propone y aborda tareas.Nos hemos preguntado, en primer lugar, si, en su ejercicio docente, los PD utilizan estrategias que se ocupen de cada uno de los tres polos que constituyen cada uno de los planos horizontales, epistemológico y cognitivo, que explicita la teoría y, más precisamente, si acaso esos profesores fomentan cada una de las génesis -semiótica, instrumental y discursiva-y, aún más, la circulación entre los planos verticales. (KUZNIAK; RICHARD, 2014).Así, hemos clarificado los elementos del ETM-idóneo puestos en juego por el profesor cuando propone una tarea en un dominio específico, y determinado el rol de objetos de otros dominios en las génesis activadas por esa tarea.Al respecto, nos hemos preguntado: cuando se utiliza ecuaciones en el dominio de la geometría (y de las probabilidades, etc.), ¿es la ecuación solo un artefacto simbólico en la geometría o puede la aparición de aquellas comportar un cambio de dominio -en el sentido de que la tarea geométrica se convierta en una pura...

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“…Although scholarship on different embodiments of MKT is vast, there also exists research on the understanding of SKT. SKT became a subject of research projects with in-service teachers outside of the United States (Burgess 2007(Burgess , 2009a; Estrella, Olfos, & Mena-Lorca, 2015;Watson, 2001;Watson, Callingham, & Donne, 2008;Watson & Nathan, 2010) as well as research done with preservice teachers (PSTs) in the United States (Groth, 2014). Much of the research on SKT with in-service teachers outside of the United States is concentrated around Australia with Watson and colleagues (Watson, 2001;Watson et al, 2008;Watson & Nathan, 2010), who have developed, and validated, different assessments in understanding teacher knowledge including pedagogical content knowledge (PCK) (Hill, Ball, and Schilling, 2008) within statistics.…”

Section: Statistical Education Of Teachersmentioning

confidence: 99%

“…Much of the research on SKT with in-service teachers outside of the United States is concentrated around Australia with Watson and colleagues (Watson, 2001;Watson et al, 2008;Watson & Nathan, 2010), who have developed, and validated, different assessments in understanding teacher knowledge including pedagogical content knowledge (PCK) (Hill, Ball, and Schilling, 2008) within statistics. Another contribution to the research with in-service teachers has come from Estrella, Olfos, and Mena-Lorca (2015) in Chile, who also created an instrument to measure PCK that focuses on teachers' awareness of student statistical knowledge.…”

Section: Statistical Education Of Teachersmentioning

confidence: 99%

“…However, when it comes to presenting evidence of what teacher knowledge looks like the research is fragmented at best (pre-and in-service teachers; Estrella et al, 2015;Groth, 2014;Ijeh, 2013;Mercimek & Erbas 2017;Sorto & White, 2004;. In this section, I introduce some of the most prevalent frameworks hypothesized and used in understanding and explaining PCK within statistics, and then I discuss some of the research that shows what teachers' PCK looks like within SKT.…”

Section: Statistical Knowledge For Teachingmentioning

confidence: 99%

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The Look Of Pedagogical Content Knowledge In Middle School Statistics

Duni¹

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In this study, I attempt to examine the nature of pedagogical content knowledge (Shulman, 1986) that teachers exhibit while observing computer-generated animations that bring up pedagogical issues in the classroom. In-service teachers were asked to view different animations and react to different prompts about the animations. Later, teachers were interviewed to prompt more discussion of pedagogical issues with the intention of clarifying their stance and their knowledge of pedagogy. The computer animations were utilized as a surrogate for classroom teaching, highlighting issues that could be otherwise overlooked during live teaching observation.

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El conocimiento pedagógico del contenido de estadística en profesores de primaria

Cited by 27 publications

References 19 publications

The Teaching and Learning of Statistics

The Teaching and Learning of Statistics

Estabilidad Epistemológica del Profesor Debutante y Espacio de Trabajo Matemático

The Look Of Pedagogical Content Knowledge In Middle School Statistics

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