Educación estadística y probabilística para futuros docentes españoles de infantil y primaria: características, enfoque y metodología
The aim of this article is to analyse how training in statistical andprobability education for pre-service teachers of early childhoodand primary education is developed in Spanish public universities.For this pur pose, the previously validated Statistical and Probabilistic Education Questionnaire fo...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| 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:10256/26392 |
| Acceso en línea: | http://hdl.handle.net/10256/26392 |
| Access Level: | acceso abierto |
| Palabra clave: | Mestres -- Formació Elementary school teachers -- Training of Mestres d'educació infantil -- Formació Preschool teachers -- Training of Professors de matemàtica -- Formació Mathematics teachers -- Training of Probabilitats -- Ensenyament -- Educació infantil Probabilities -- Study and teaching (Preschool) Estadística -- Ensenyament -- Educació infantil Statistics -- Study and teaching (Preschool) Probabilitats -- Ensenyament -- Educació primària Probabilities -- Study and teaching (Primary) Estadística -- Ensenyament -- Educació primària Statistics -- Study and teaching (Primary) |
| Sumario: | The aim of this article is to analyse how training in statistical andprobability education for pre-service teachers of early childhoodand primary education is developed in Spanish public universities.For this pur pose, the previously validated Statistical and Probabilistic Education Questionnaire for Pre-service Teachershas been administered, which considers three dimensions and their respective indicators: Characteristics (content standard and credits); Approach (disciplinary / pedagogical perspective and knowledge); and Methodology (methodological strategies; contexts / resources; complementary material). Based on the responses of 43 t rainers, the following f indings have been identified: 1) of the 240 credits, in the Bachelor's Degree in EarlyChildhood Education, one credit (10h) is dedicated to a balancedtraining in statistical and probabilistic education, while in primary education 2 credits are dedicated to a more diversifiedtraining, which represents between 0.4% and 0.8% of the total training in both degrees; 2) the perspective is mainly pedagogical, addressing both mathematical and didactic knowledge; 3) although various methodologies coexist, the application of pedagogical knowledge (e.g., design of tasks) stands out in both degrees. It is concluded that these findings provide an in-depth overview to plan improvement proposals to ensure a solid training duringinitial teacher training in Spain |
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