Statistical thinking as a tool for critical citizenship in training

This paper reports a study that investigated the contributions of statistical thinking to critical citizenship in statistics teacher education. The research participants were ten prospective teachers who were taking a seminar on teaching statistics in a Mathematics Education Bachelor program at a pu...

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Autores principales: Martínez–Castro, Cindy Alejandra, Zapata–Cardona, Lucía
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional del Litoral 2021
Acceso en línea:https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Yupana/article/view/10823
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Biblioteca Virtual - Publicaciones (UNL) de Universidad Nacional del Litoral
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institution Universidad Nacional del Litoral
institution_str I-26
repository_str R-133
container_title_str Biblioteca Virtual - Publicaciones (UNL)
language Español
format Artículo revista
author Martínez–Castro, Cindy Alejandra
Zapata–Cardona, Lucía
spellingShingle Martínez–Castro, Cindy Alejandra
Zapata–Cardona, Lucía
Statistical thinking as a tool for critical citizenship in training
author_facet Martínez–Castro, Cindy Alejandra
Zapata–Cardona, Lucía
author_sort Martínez–Castro, Cindy Alejandra
title Statistical thinking as a tool for critical citizenship in training
title_short Statistical thinking as a tool for critical citizenship in training
title_full Statistical thinking as a tool for critical citizenship in training
title_fullStr Statistical thinking as a tool for critical citizenship in training
title_full_unstemmed Statistical thinking as a tool for critical citizenship in training
title_sort statistical thinking as a tool for critical citizenship in training
description This paper reports a study that investigated the contributions of statistical thinking to critical citizenship in statistics teacher education. The research participants were ten prospective teachers who were taking a seminar on teaching statistics in a Mathematics Education Bachelor program at a public university in the city of Medellin, Colombia. Participants were invited to develop four statistical investigations in the classroom related to social crises. The primary sources of information were the discussions during the seminar meetings. The analysis was carried out through an initial coding to reduce the volume of information, organize it and find regularities and patterns. The main findings reflect that, through statistical investigations in the classroom, participants followed a cycle of empirical inquiry in which they linked concepts, tools, procedures, reasoning and inference, real dispositions and contexts when approaching to answer the statistical questions raised. This is a contribution to critical citizenship.
publisher Universidad Nacional del Litoral
publishDate 2021
url https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Yupana/article/view/10823
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