Socio-epistemological study of decision-making processes in contexts of uncertainty; a look from everyday practice to school math
The thesis raises the need to rethink school mathematics related to the notions of probability and statistics from decision-making processes in contexts of uncertainty present in real life. This is based on the premise that mathematical thinking exists beyond school mathematics, since everyone devel...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Chile |
| OAI Identifier: | oai:repositorio.anid.cl:10533/246514 |
| Acceso en línea: | https://hdl.handle.net/10533/246514 |
| Access Level: | acceso abierto |
| Palabra clave: | Ciencias Sociales Ciencias de la Educación Otras Especialidades de la Educación |
| Sumario: | The thesis raises the need to rethink school mathematics related to the notions of probability and statistics from decision-making processes in contexts of uncertainty present in real life. This is based on the premise that mathematical thinking exists beyond school mathematics, since everyone develops or acquires mathematical and statistical ways of thinking when facing problems in daily life. In order to elucidate the nature of such ways of thinking, determine their levels of specialization and deepening, a socio-epistemological analysis of the systematization of decision-making processes in contexts of uncertainty and the practices that gave rise to it is carried out. To analyze the research data, a methodological design is implemented under a critical qualitative approach, which contemplates two main axes of analysis: a historical-epistemological inquiry into mathematical and statistical theorizing around the genesis of decision-making processes in nineteenth century, carried out through thematic analysis of historic works, and an approach to living today of the knowledge and daily practices identified, carried out through interviews with experts and research in updated and mainstream literature. From the incorporation of contexts of significance and specific problems, inspired by everyday practices that involve decision-making processes under uncertainty, a conceptual integration perspective is proposed for statistics and probability at the school level. |
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