La componente mediacional del conocimiento didáctico matemático de futuros profesores sobre Estadística: un estudio de evaluación exploratorio

Pedro Arteaga; Carmen Batanero; María Gea

doi:10.24116/emd25266136v1n12017a03

Authors

Pedro Arteaga Universidad de Granada https://orcid.org/0000-0002-8347-7669
Carmen Batanero Universidad de Granada https://orcid.org/0000-0002-4189-7139
María Gea Universidad de Granada https://orcid.org/0000-0002-5229-0121

DOI:

10.24116/emd25266136v1n12017a03

Keywords:

Didactic Mathematical Knowledge, Didactical Suitability, Mediational Component, Assessment, Teacher Education

Abstract

We analyse the meditational component of didactic mathematical knowledge related to elementary statistics in a sample of 108 pre service primary school teachers when analysing the med iational suitability of a statistical project. Using the guide to analyse the didactic suitability proposed by Godino (2013) we study the levels in the different descriptors and components of mediational suitability. Our results suggest the need to reinfor ce the mediational component of teacher’ knowledge about statistics.

Downloads

Download data is not yet available.

References

ARTEAGA, Pedro; BATANERO, Carmen; CAÑADAS, Gustavo; GEA, Maria Magdalena. Evaluación del conocimiento especializado de la estadística en futuros profesores mediante el análisis de un proyecto estadístico. Educação Matemática Pesquisa, Sao Paulo, v. 14, n. 2, p. 279-297, ago. 2012.

ARTEAGA, Pedro; BATANERO, Carmen; CONTRERAS, Jose Miguel; CAÑADAS, Gustavo; Evaluación de errores en la construcción de gráficos estadísticos por futuros profesores. Revista Latinoamericana de Investigación en Matemática Educativa, México, v. 10, n.1, p. 15-40, 2016. DOI: 10.12802/relime.13.1911.

ARTZT, Alice; ARMOUR-THOMAS, Eleanor; CURCIO, Frances; GURL, Theresa. Becoming a reflective mathematics teacher: a guide for observations and self-assessment. Londres: Routledge, 2015.

BALL, Deborah; LUBIENSKI, Sara; MEWBORN, Denise. Research on teaching mathematics: The unsolved problem of teachers’ mathematical knowledge. In: RICHARDSON, Victoria (Ed.). Handbook of research on teaching. Washington: American Educational Research Association, p. 433-456, 2001.

BATANERO, Carmen; BURRIL, Gail; READING, Chris. (Ed). Teaching statistics in school mathematics-challenges for teaching and teacher education – a Joint ICMI/IASE Study. New York: Springer, 2011.

BATANERO, Carmen; DÍAZ, Carmen, Training teachers to teach statistics: what can we learn from research? Statistique et Enseignement, França, v.1, n.1, p. 5-20, 2010.

BATANERO, Carmen; DÍAZ, Carmen. Estadística con proyectos. Granada: Departamento de Didáctica de la Matemática, 2011.

BIEHLER, Rolf; BEN-ZVI, Dani; BAKKER, Arthur; MAKAR, Katie. Technology for enhancing statistical reasoning at the school level. In: CLEMENTS, Ken; BISHOP, Allan; KEITEL, Kristine; KILPATRICK, Jeremy; LEUNG, Frederick. (Ed.). Third international handbook of mathematics education. New York: Springer, p. 643-689, 2013.

BRUNO, Alicia; ESPINEL, Candelaria. Recta numérica, escalas y gráficas estadísticas: un estudio con estudiantes para profesores. Formación del Profesorado e Investigación en Educación Matemáticas, La Laguna, v. 7, n.1, p. 57-85, 2005.

BURGESS, Tim. A framework for examining teacher knowledge as used in action while teaching statistics. In: Seventh International Conference on Teaching Statistics. 2006, Salvador, Brazil. Proceedings of ICOTS 7, International Statistical Institute, 2006. Disponible en http://iase-web.org/documents/papers/icots7/6F4_BURG.pdf; acesso em 4 feb. 2017.

CASEY, Stephanie A. Subject matter knowledge for teaching statistical association. Statistics Education Research Journal, v. 9, n. 2, p. 50-68, nov. 2010.

CHICK, Helen; PIERCE, Robin. Teaching statistics at the primary school level: beliefs, affordances, and pedagogical content knowledge. In: BATANERO, Carmen; BURRIL, Gail; READING, Chis; ROSSMAN, Allan. (Ed.). Joint ICMI/IASE Study: Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education. Proceedings of the ICMI Study 18 and 2008 IASE Round Table Conference. 2008.

EVEN, Rumaha; BALL, Deborah. The professional education and development of teachers of mathematics. The 15th ICMI Study. New York: Springer, 2009.

FRANKLIN, Christine; KADER, Gary; MEWBORN, Denise; MORENO, Jerry; PECK, Roxy; PERRY, Mike; SCHEAFFER, Richard. A curriculum framework for K-12 statistics education GAISE report. Reston: NCTM y American Statistical Association, 2005. Disponible en: www.amstat.org/education/gaise/; acceso en 4 feb. 2017.

GARFIELD, Joan; BEN-ZVI, Dani. Developing students’ statistical reasoning: Connecting research and teaching practice. New York: Springer, 2008.

GODINO, Juan Díaz. Categorías de análisis de conocimientos del profesor de matemáticas. UNION – Revista Iberoamericana de Educación Matemática, n, 20, p. 13-31, dec. 2009.

GODINO, Juan Díaz. Diseño y análisis de tareas para el desarrollo del conocimiento didáctico-matemático de profesores. In: CONTRERAS, Jose Miguel; CAÑADAS, Gustavo R.; GEA, Maria M.; ARTEGA, Pedro. (Ed.). Actas de las 1ª Jornadas Virtuales en Didáctica de la Estadística, Probabilidad y Combinatoria. Granada: Departamento de Didáctica de la Matemática de la Universidad de Granada. p. 1-15, 2013.

GODINO, Juan Díaz. Indicadores de la idoneidad didáctica de procesos de enseñanza y aprendizaje de las matemáticas. Cuadernos de Investigación y Formación en Educación Matemática, Costa Rica, v. 8, n. 11, p. 111-132, dez. 2013.

GODINO, Juan Díaz; BATANERO, Carmen; ROA, Rafael; WILHELMI, Miguel R. Assessing and developing pedagogical content and statistical knowledge of primary school teachers through project work. In: BATANERO, Carmen; BURRIL, Gail; READING, Chis; ROSSMAN, Allan. (Ed.). Joint ICMI/IASE Study: Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education. Proceedings of the ICMI Study 18 and 2008 IASE Round Table Conference. p. 1-6, 2008.

GODINO, Juan Díaz; CONTRERAS, Angel; FONT, Vicenç. Análisis de procesos de instrucción basado en el enfoque ontológico-semiótico de la cognición matemática. Recherches en Didactiques des Mathematiques, França, v. 26, n. 1, p. 39-88, 2006.

GODINO, Juan Díaz; ORTIZ, Juan Jesús; ROA, Rafael; WILHELMI, Miguel. Models for statistical pedagogical knowledge. In: BATANERO, Carmen; BURRIL, Gail; READING, Chris. (Ed). Teaching statistics in school mathematics-challenges for teaching and teacher education – a Joint ICMI/IASE Study. New York: Springer, p. 271-282, 2011.

HILL, Heather; SLEEP, Laurie; LEWIS, Jennifer; BALL, Deborah. Assessing teachers’ mathematical knowledge. In: LESTER JR., Frank K. (Ed.) Second handbook of research on mathematics teaching and learning. Greenwich: Information Age Publishing, Inc. y NCTM, p. 111-155, 2007.

LLINARES, Salvador; KRAINER, Konrad. Mathematics (student) teachers and teacher educators as learners. In: GUTIERREZ, Angel; BOERO, Paolo. (Ed.). Handbook of Research on the Psychology of Mathematics Education. Rotherdam: Sense Publishers, p. 429-459, 2006.

MacGILLIVRAY, Helen; PEREIRA-MENDOZA, Lionel. Teaching statistical thinking through investigative projects. In: BATANERO, Carmen; BURRIL, Gail; READING, Chris. (Ed). Teaching statistics in school mathematics-challenges for teaching and teacher education – a Joint ICMI/IASE Study. New York: Springer, p. 109-120, 2011.

MEC. Real Decreto 1513/2006, de 7 de diciembre, por el que se establecen las enseñanzas mínimas correspondientes a la Educación primaria. Madrid: Ministerio de Educación y Ciencia, 2006.

MECD. Real Decreto 126/2014, de 28 de febrero, por el que se establece el currículo básico de la Educación Primaria. Madrid: Ministerio de Educación, Cultura y Deporte, 2014.

MURRAY, Scott; GAL, Iddo. Preparing for diversity in statistics literacy: Institutional and educational implications. In: PHILLIPS, Brian. (Ed.). ICOTS-6 papers for school teachers. Cape Town: International Association for Statistics Education, 2002.

NCTM. Principles and standards for school mathematics. Reston: NCTM, 2000.

PINO-FAN, Luis; GODINO, Juan Díaz. Perspectiva ampliada del conocimiento didáctico-matemático del profesor. Paradigma, Venezuela, v. 36, n.1, p. 87-109, jun. 2015.

PINTO, Jesús. Conocimiento didáctico del contenido sobre la representación de datos estadísticos: estudios de casos con profesores de estadística en carreras de psicología y educación. 2010, 433f. Tesis (Doctorado en Educación). Facultad de Educación, Universidad de Salamanca, Salamanca.

QUINTAS, Sandra; FERREIRA, Rosa; OLIVEIRA, Helia. O conhecimento didático de estatística de duas professoras de matemática sobre dados bivariados. Bolema, Rio Claro, v. 29, n. 51, p. 284-306, 2015. DOI: 10.1590/1980-4415v29n51a15.

REMILLARD, Janine T.; HERBEL-EISENMANN, Beth A.; LLOYD, Gwendolyn Monica. (Ed.). Mathematics teachers at work: connecting curriculum materials and classroom instruction. New York: Taylor & Francis, 2009.

RIDGWAY, Jim; NICHOLSON, James; MCCUSKER, Sean. Mapping new statistical iliteracies and literacies. International Conference on Mathematics Education, Trabajo presentado en el 11th International Congress on Mathematics Education, Monterrey, Mexico, 2008.

SCHIELD, Milo. Statistical literacy: a new mission for data producers. Statistical Journal of the IAOS, Estados Unidos, v. 27, n. 3-4, p. 173-183, 2011. DOI: 10.3233/SJI-2011-0732.

STOHL, Holylynne. Probability in teacher education and development. In: JONES, Graham A. (Ed.). Exploring probability in schools: Challenges for teaching and learning. New York: Springer, p. 345-366, 2005.

WHITE, Allan; JAWORSKI, Barbara; AGUDELO-VALDERRAMA, Cecilia.; GOOYA, Zahra. Teachers learning from teachers. In: CLEMENTS, Ken; BISHOP, Allan; KEITEL, Kristine; KILPATRICK, Jeremy; LEUNG, Frederick. (Ed.). Third international handbook of mathematics education. New York: Springer, p. 393-430, 2013.

WOOD, Thomas (Ed.). The international handbook of mathematics teacher education. Rotterdam: Sense Publishers, 2008.