Browsing by Author "Vasquez, Claudia"

Now showing 1 - 7 of 7
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    Cultural knowledge of latin american games of chance: a tool for developing statistical reasoning in the classroom
    (2024) Huencho, Anahi; Chandia, Eugenio; Vasquez, Claudia
    Games of chance among the indigenous peoples of Latin America have a long history. Used with a ludic purpose and to make decisions in situations of uncertainty, they are a source of cultural knowledge for the development of statistical reasoning. This study proposes a curricular and teaching development alternative that links cultural knowledge about indigenous people's games of chance and the statistical reasoning expected in the curriculum, in the framework of a pedagogical duo established by a mathematics teacher and a cultural scholar. By means of a content analysis in the modeling of the activities, we studied the assessment of the proposal. The results show that the teachers focus on the equiprobability of the events, leaving aside the complexity of the cultural mathematical artifact, while the cultural scholars estimate the limits and scope of the processes in order to make them coherent with local practices.
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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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    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.
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    Transforming attitudes towards statistics and its teaching: an exploratory study with early childhood teachers
    (2023) Vasquez, Claudia
    This study determined the impact of a training workshop on teaching statistics in early childhood education on the attitudes towards statistics and its teaching of 37 early childhood education teachers. For this purpose, a mixed methodological approach was used, which considered the application of a scale of attitudes towards statistics and its teaching before and after the training workshop. This was complemented with the assessment of the overall satisfaction with the training experience, including those aspects that the teachers considered necessary to address or improve in future implementations. The results indicate a significant change in the attitudes of the participating teachers in all the components of the scale. Thus, it is evident from the results that the attitudes of the pre-school teachers towards statistics and its teaching can be transformed in the context of a training workshop based on the characterisation of knowledge for teaching mathematics in pre-school education and on the approach of the mathematics teaching itineraries. Therefore, it is concluded that it is imperative to provide early childhood teachers with professional development opportunities to improve their attitudes towards statistics and its teaching and, why not, to enhance their mathematical and didactical knowledge about teaching statistics in early childhood education.
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    What Challenges Does the 21st Century Impose on the Knowledge of Primary School Teachers Who Teach Mathematics? An Analysis from a Latin American Perspective
    (2022) Vasquez, Claudia; Pineiro, Juan Luis; Garcia-Alonso, Israel
    Curricula are usually pointed out as one of the factors that delimit teacher's knowledge. In this context, this study analyzes the requirements for teacher's knowledge that can be found in the curricular guidelines of Mathematics Education in the three Latin American countries belonging to the OECD to educate in sustainability. For this, a content analysis has been carried out that examines the meaning given to the teaching and learning of mathematics that would allow the development of key sustainability competences. The results show a teaching-learning process of mathematics that is not very aligned with education for sustainable development, with a low presence of key competences for sustainability. These results represent a roadmap, both for teacher training institutions and for providing a new educational approach that allows Mathematical Education to contribute to educating in sustainability in Primary Education. This new approach should promote students' understanding of 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 towards a more sustainable world.