Evaluando el conocimiento especializado para enseñar estadísitca y probabilidad: elaboración y validación del Cuestionario MTSK-estocástico
This research presents the process of construction and validation of an MTSK-Stochastic Questionnaire. [Methodology] Through a process consisting of three phases - 1) bibliographic review; 2) construction of the initial version; 3) validation through expert judgment and subsequent implementation of...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| 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:10256/22844 |
| Acceso en línea: | http://hdl.handle.net/10256/22844 |
| Access Level: | acceso abierto |
| Palabra clave: | Professors de matemàtica Mathematics teachers Estadística matemàtica -- Ensenyament -- Educació primària Mathematical statistics -- Study and teaching (Primary) Probabilitats -- Ensenyament -- Educació primària Probabilities -- Study and teaching (Primary) |
| Sumario: | This research presents the process of construction and validation of an MTSK-Stochastic Questionnaire. [Methodology] Through a process consisting of three phases - 1) bibliographic review; 2) construction of the initial version; 3) validation through expert judgment and subsequent implementation of the pilot (trial) - an open questionnaire was constructed to assist in gathering data for analysis and evaluation of aspects of specialized knowledge of in-service Primary Education teachers for teaching statistics and probability, based on the Mathematics Teacher's Specialized Knowledge (MTSK) model and the Mathematics Teaching Itinerary Approach (MTIA). [Results] The evaluations and opinions of the experts were generally positive, although some elements of the initial questionnaire were eliminated and others were reformulated to improve clarity and ease of understanding. [Conclusions] The final version of the questionnaire, which consists of 5 items for the analysis of statistics and 5 items for the evaluation of probability, makes it possible to provide accurate evaluations of mastery of mathematical knowledge: knowledge of topics, mathematical structure, and mathematical practice; and, in the didactic domain, accurate evaluations of knowledge of learning standards and characteristics, as well as knowledge about mathematics teaching |
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