Browsing by Author "Rodriguez-Muniz, Luis J."

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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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    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.