El conocimiento del profesorado de Educación Primaria para enseñar estadística y probabilidad: una revisión sistemática
We present a systematic review of studies from the last 25 years (1997-2021) that analyse, by means of different models, the knowledge of primary school teachers to teach statistics and probability. Based on a review of the JCR/SSCI, Scopus, Eric, Google Academic, Science Direct, World Scientific, S...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| 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:10256/20800 |
| Acceso en línea: | http://hdl.handle.net/10256/20800 |
| Access Level: | acceso abierto |
| Palabra clave: | Estadística matemàtica -- Ensenyament -- Educació primària Probabilitats -- Ensenyament -- Educació primària Mestres Mathematical statistics -- Study and teaching (Primary) Probabilities -- Study and teaching (Primary) Elementary school teachers |
| Sumario: | We present a systematic review of studies from the last 25 years (1997-2021) that analyse, by means of different models, the knowledge of primary school teachers to teach statistics and probability. Based on a review of the JCR/SSCI, Scopus, Eric, Google Academic, Science Direct, World Scientific, Springer and Wiley Online Library databases, 34 studies were identified and analysed according to two objectives: 1) to identify the participants, the mathematical knowledge, and the knowledge model used; 2) to identify, in the studies with in-service teachers, the data collection instruments and the results obtained. The results of the first objective show: 1) a predominance of studies with future teachers; 2) a greater number of studies on knowledge to teach probability; and 3) the most used models are the Mathematical Knowledge for Teaching (MKT) and the Didactic-Mathematical Knowledge and Competences Model (CCDM). Regarding the second objective, the most used instrument is the questionnaire and the studies report low knowledge |
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