Explorando las actitudes del profesorado de educación infantil sobre estadística, probabilidad y su enseñanza
This article presents an exploratory study on the attitudes of early childhood teachers in Chile towards statistics, probability, and their teaching. Drawing on a previously validated scale, the study analyses the affective, cognitive, behavioural, and teaching competence components in a sample of 3...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| 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:10256/27616 |
| Acceso en línea: | http://hdl.handle.net/10256/27616 |
| Access Level: | acceso abierto |
| Palabra clave: | Probabilitats -- Ensenyament -- Educació primària Probabilities -- Study and teaching (Primary) Estadística -- Ensenyament -- Educació primària Statistics -- Study and teaching (Primary) Matemàtica -- Ensenyament -- Xile Mathematics -- Study and teaching -- Chile Mestres -- Formació Teachers -- Training of |
| Sumario: | This article presents an exploratory study on the attitudes of early childhood teachers in Chile towards statistics, probability, and their teaching. Drawing on a previously validated scale, the study analyses the affective, cognitive, behavioural, and teaching competence components in a sample of 37 practising Chilean early childhood teachers. The findings reveal a generally positive appreciation of the importance of these contents, although accompanied by a low self-perception with regards to their teaching, particularly in the affective and teaching competence dimensions. Differences were observed between attitudes towards statistics, more favourable, and towards probability, more neutral or negative, suggesting specific training challenges. The study highlights the need to design professional development initiatives that integrate the strengthening of Pedagogical Content Knowledge with strategies aimed at reframing the teaching of these contents from a positive, accessible, and contextually grounded perspective in early childhood education |
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