Razonamiento estadístico, razonamiento condicional y conocimientos previos en estadística; evaluación y covariación
DOI:
https://doi.org/10.32870/dse.v0i32.1597Resumo
La enseñanza de matemáticas debe fomentar el razonamiento lógico, especialmente en estadística, donde se destacan conceptos como pensamiento y razonamiento estadístico. Aun cuando la definición de Garfield y Chance (2000) es la más aceptada, siguen existiendo diversas definiciones de razonamiento estadístico, sin un consenso claro sobre su significado y evaluación. El objetivo del presente estudio fue explorar la relación y evaluación de este concepto junto con el razonamiento condicional evaluado con la tarea conocida de Watson (1968), en su versión abstracta y concreta, controlando además el conocimiento previo en estadística. La investigación tuvo un diseño cuasi experimental con medidas cuantitativas para las tres variables de interés; razonamiento estadístico, conocimiento previo en estadística y razonamiento condicional, las ejecuciones se evaluaron tomando como base la taxonomía SOLO de Biggs y Collins (1982, 1989). Los resultados revelaron un bajo desempeño en las tres variables de interés. Se encontró una correlación positiva entre razonamiento abstracto e intermedio, y una correlación negativa entre conocimientos en estadística y razonamiento abstracto.Downloads
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