Teacher decision making in teaching statistics and probability
This study analyses the Instructional Practices (IP) of a Chilean teacher who teaches statistics and probability in the third year of secondary school (between 15 and 17 years old). For this purpose, the case study approach is used, since the particularity of a teacher is analysed under a qualitativ...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Federal de Alagoas (UFAL) |
| Repositorio: | Debates em Educação |
| Idioma: | español |
| OAI Identifier: | oai:www.seer.ufal.br:article/15810 |
| Acceso en línea: | https://www.seer.ufal.br/index.php/debateseducacao/article/view/15810 |
| Access Level: | acceso abierto |
| Palabra clave: | Instructional Practices Decision making Probability Prácticas de Instrucción Toma de decisión Probabilidad |
| Sumario: | This study analyses the Instructional Practices (IP) of a Chilean teacher who teaches statistics and probability in the third year of secondary school (between 15 and 17 years old). For this purpose, the case study approach is used, since the particularity of a teacher is analysed under a qualitative methodology with an interpretative approach. The first stage consisted of recording all the classes of the unit, and then selecting 9 video vignettes with a duration of between 0:22 and 1:50 minutes framed within the interaction schemes of the IPs. A semi-structured interview was applied, for its analysis the transcripts were used using the Grounded Theory perspective, developing open, axial and selective coding. The main results show the stages that the teacher goes through to reach a decision and how each of these characteristics is transformed into an IP as an interaction between the teacher, student and content, with some of them also being a link to possible IP. However, in order to relate the interpretation and the decision, the teacher alludes to his or her professional field which is limited to the teacher's experience in establishing families of actions. |
|---|