Browsing by Author "Alsina, Angel"

Now showing 1 - 8 of 8
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    Analysing Probability Teaching Practices in Primary Education: What Tasks Do Teachers Implement?
    (MDPI, 2021) Vásquez Ortiz, Claudia; Alsina, Angel
    This study analyses probability tasks proposed by primary education teachers to promote probabilistic literacy. To this end, eight class sessions at various levels of the Chilean educational system were recorded on video and analysed through the "probability tasks " dimension from the "Observation Instrument for Probability Classes " (IOC-PROB), which includes five components: use of resources, probabilistic contexts, cognitive challenge, procedures and strategies, and probability meanings. The results show that probability tasks focus mainly on technical knowledge, causing the probability class to become an arithmetic class in which only formulas are applied, mechanically and with no meaning. As a result, we see no use of technological resources, a low use of physical materials, and an absolute predominance of solving decontextualised exercises. We conclude that it is necessary to enhance the probability teaching practices based on lesson plans that consider a wide variety of resources and contexts to gradually advance towards a representation of probabilistic knowledge that relies on conventional procedures and notations.
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    Education for Sustainable Development in Primary Education Textbooks-An Educational Approach from Statistical and Probabilistic Literacy
    (MDPI, 2021) Vásquez Ortiz, Claudia; Garcia Alonso, Israel; Seckel, Maria Jose; Alsina, Angel
    Based on the Stochastic Education Approach to Sustainability Education, the statistical and probability tasks for sustainability education in a collection of primary school mathematics textbooks in Chile (6-14 years old) were analyzed. A content analysis was carried out based on four categories: contexts for sustainability, levels of articulation, cognitive demand, and authenticity. The results show that: (1) there is a low presence of contexts for sustainability; (2) the tasks are not articulated to develop any of the Sustainable Development Goals; (3) there is a clear predominance of memorization tasks; (4) the teaching of statistics and probability in textbooks is not aligned with Education for Sustainable Development (ESD). These results are the roadmap for a new educational approach that allows the design of statistical and probability tasks to educate for sustainability in Primary Education. This new approach should promote that, through the progressive development of statistical and probabilistic literacy, students understand the different problems (social, economic and environmental) that we are faced with, as well as the measures that must be adopted to transform and act for a more sustainable world.
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    [en] Statistical literacy based on relevant contexts with 7-8-years old children
    (2023) Alsina, Angel; Muniz-Rodriguez, Laura; Rodriguez-Muniz, Luis J.; Garcia-Alonso, Israel; Vasquez, Claudia; Lopez-Serentill, Paula
    Comprehension of statistical tables (tally and frequency tables) was analysed with 78 Spanish 7-8-year old pupils from three schools. Using a mixed descriptive and exploratory approach, based on a conventional content analysis, an activity was designed and analysed based on data from the COVID-19 context, structured in four phases: initial dialogue, individual, small group and large group work. The focus of the analysis is on the construction of tables and their interpretation, together with transnumeration. The data reveal: 1) a good level of children interest, participation and capacity for reflection; 2) most of the children were able to draw up tally tables and half of them were able to transnumerate the data into frequency tables, detecting some difficulties and errors both in the execution and in the subsequent interpretation. It is concluded that these results allow a better understanding of the development of statistical literacy in children and, consequently, provide relevant data for designing more efficient teacher training programmes.
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    Evaluation of teaching and mathematical knowledge in primary teachers for the teaching of probability
    (ELSEVIER SCIENCE BV, 2014) Vásquez Ortiz, Claudia; Alsina, Angel
    To provide information to transform teaching practice through improved primary school mathematics teacher training (6-12 years), a tool to assess the mathematical knowledge for teaching didactic probability has been designed. For its preparation the model of category analysis of the mathematical-didactic knowledge of the teacher was considered. This model includes four categories of fundamental knowledge: a) content knowledge, b) knowledge of the contents in relation to students, c) content knowledge in relation to education, and d) knowledge of curriculum and intra-and interdisciplinary connections. These categories can identify, classify, analyse and evaluate both the knowledge teachers need for teaching and the knowledge teachers actually implement when teaching a particular content, in this case the one related to the teaching of probability in elementary education. These skills have been being widely investigated in recent years in future teachers. Nevertheless, in Chile, there is very little data concerning current teachers. The analysis of the data will allow, first, to describe the strengths and weaknesses of the various categories of teacher knowledge involved in the teaching of probability, and secondly, relevant information to guide the initial and constant training of teachers in relation to the knowledge needed for the teaching of probability. (C) 2014 The Authors. Published by Elsevier Ltd.
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    Mathematical Processes in Early Childhood Education: An Approach from Textbooks in Chile and Spain
    (2023) Vasquez, Claudia; Pincheira, Nataly; Alsina, Angel
    We examined the presence of mathematical processes in textbooks for pre-school education in Chile and Spain. For this purpose, a content analysis of the mathematical tasks of: numbers, geometry, measurement, algebra, statistics and probability has been carried out. The results show a predominance of problem solving and representation processes. The mathematical processes less present are: communication and reasoning and proof. On the other hand, the transcendental role of the teacher's didactic guide is observed in offering suggestions for the management of tasks aimed at offering learning opportunities linked to mathematical processes.
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    Navigating between abstraction and context in secondary school statistics education (Nadando entre dos orillas: abstraccion y contexto en educacion estadistica en Secundaria)
    (2022) Rodriguez-Muniz, Luis J.; Muniz-Rodriguez, Laura; Garcia-Alonso, Israel; Lopez-Serentill, Paula; Vasquez, Claudia; Alsina, Angel
    Context is a key element in statistics education. The objective of this study is to examine the capacity of 14- and 15-year-old students to work with real data, analyse statistical graphs and frequency tables and interpret statistical data in its context. The results of the descriptive, exploratory analysis show that most students were correctly able to analyse and interpret data presented through statistical graphs and tables. However, some students had difficulties when it came to identifying the represented variables. More difficulties arose when calculating and interpreting means and medians - generally produced from the use of class midpoints - and making decisions. Students made little use of the context the data were presented in. Results reinforce the importance of using context in the teaching of statistics, encouraging justified decision-making.
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    Teaching Statistics for Sustainability across Contexts: Exploring the Knowledge and Beliefs of Teachers
    (2024) Franco Segui, Joan; Alsina, Angel; Vasquez, Claudia
    We explore the effect of the design of intentional teaching sequences from the concrete to the abstract in order to promote the teaching of statistics in connection with sustainability. To this end, the pre-validated questionnaires "MTSK-Stochastic Statistics" and "ESD in Statistics Activities" are administered to in-service primary education teachers. Both tools contain the same statistics teaching itinerary, based on the mathematics teaching itineraries approach, that includes five tasks: a real situation, a manipulative, a game, a technological resource, and a graphic resource. Each task includes an overview, objectives, content, required materials, development, and development questions; in addition, the second questionnaire includes connections to sustainability. The results show that tasks with real contexts, manipulative resources, and technological resources are the ones with the lowest scores. These initial findings lead us to conclude that teachers mobilize their knowledge to teach statistics as it relates to sustainability in different ways, depending on the type of task.