¿Qué puede hacer el profesorado para mejorar la enseñanza de la Estadística y la Probabilidad? Recomendaciones esenciales desde el Enfoque de los Itinerarios de Enseñanza de las Matemática
Five recommendations are presented to improve the teaching practices of Statistics and Probability in Early Childhood and Primary Education, based on the foundations of the Mathematics Teaching Itineraries Approach (EIEM, by its acronym in Spanish): 1) plan and manage teaching of statistics and prob...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/19712 |
| Acceso en línea: | http://hdl.handle.net/10256/19712 |
| Access Level: | acceso abierto |
| Palabra clave: | Matemàtica -- Ensenyament Mathemathics -- Study and teaching Probabilitats -- Educació primària Probabilities -- Study and teaching (Primary) Probabilitats -- Ensenyament Probabilities -- Study and teaching Estadística -- Educació primària Statistics -- Study and teaching (Primary) Estadística -- Ensenyament Statistics -- Study and teaching Didàctica Teaching |
| Sumario: | Five recommendations are presented to improve the teaching practices of Statistics and Probability in Early Childhood and Primary Education, based on the foundations of the Mathematics Teaching Itineraries Approach (EIEM, by its acronym in Spanish): 1) plan and manage teaching of statistics and probability through mathematical processes; 2) promote statistical and probability teaching practices that consider both students and teachers; 3) consider informal, intermediate and formal contexts in all sequences of statistics and probability, with different prominence depending on the school level; 4) guarantee the principle of progressive abstraction, from concrete to abstract, in all itineraries of statistics and probability; and 5) have objective criteria to select teaching contexts of statistics and probability. It is concluded that these recommendations can contribute to more effective teaching through the design and implementation of productive practices that promote statistical and probabilistic literacy among students aged 3 to 12 years |
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