A virtual learning experience on initial stochastic education with Costa Rican high school students
DOI:
https://doi.org/10.22458/ie.v23i34.3452Keywords:
Socioepistemology, Online learning, Statistics, Organizational practices, Mathematics, EducationAbstract
This study aims to develop, through a virtual environment, a space for the construction of meanings that are associated with the basic concepts of statistics, as part of the project Mathematical Learning Communities of the University of Costa Rica and the free courses it imparts. For this, from the socio-epistemological approach, the didactic engineering stages are developed to implement in a group of 30 students (between 14 and 15 years old) the statistical research cycle proposed by (Wild and Pfannkuch, 1999). The results show two organizational practices associated with the actions of the students when they understand behaviors of a stochastic nature. In addition, this research reports the role of change in the statistical sample, to ensure a representativeness of the population being studied. It concludes with some characteristics of inference practice and its relationship with a way of thinking about non-deterministic behaviors.
References
Barboza Robles, Y. R. (2020). Competencia digital docente en el contexto de la Universidad Estatal a Distancia de Costa Rica. Innovaciones Educativas, 22(33), 88–105. Retrieved from https://doi.org/10.22458/ie.v22i33.2954
Cantoral, R. (2019). Socioepistemology in Mathematics Education. In Encyclopedia of Mathematics Education. Retrieved from https://doi.org/10.1007/978-3-319-77487-9_100041-1
Cantoral, R., Montiel, G., & Reyes-Gasperini, D. (2015a). Análisis del discurso Matemático Escolar en los libros de texto, una mirada desde la Teoría Socioepistemológica. Avances de Investigación En Educación Matemática, (8), 9–28. Retrieved from https://doi.org/10.35763/aiem.v1i8.123
Cantoral, R., Montiel, G., & Reyes-Gasperini, D. (2015b). El programa socioepistemológico de investigación en Matemática Educativa: el caso de Latinoamérica. Revista Latinoamericana de Investigación En Matemática Educativa, 18(1), 5–17.
Huarcaya-Victoria J. (2020). Consideraciones sobre la salud mental en la pandemia de COVID-19. Revista Peruana de Medicina Experimental y Salud Publica, 37(2), pp. 327-334. doi: https://doi. org/10.17843/rpmesp.2020.372.5419
Ministerio de Educación Pública. (2012). Programas de estudio en matemáticas. San José: MEP.
Nieuwenhuijsen, M. (9 de abril del 2020). ¿Cómo afecta la pandemia a la salud urbana?. The conversation. Recuperado de https://theconversation.com/
Ornell, F., Schuch, J.B., Sordi, A.O., & Kessler, F. (2020) ‘‘Pandemic fear’’ and COVID-19: mental health burden and strategies. Braz J Psychiatry, 42, pp.232-235. http://dx.doi.org/10.1590/1516-4446-2020-0008
Piaget, J. (1976). Piaget’s Theory. In Piaget and His School. Retrieved from https://doi.org/10.1007/978-3-642-46323-5_2
Ramírez-Ortiz, J., Castro-Quintero, D., Lerma-Córdoba, C., Yela-Ceballos, F., & Escobar-Córdoba, F. (2020). Consecuencias de la pandemia COVID-19 en la Salud Mental asociadas al aislamiento social. SciELO Preprints, 1–21. doi: https://doi.org/10.1590/SCIELOPREPRINTS.303
Vásquez Ortiz, C. (2020). Educación estocástica: una herramienta para formar ciudadanos de sostenibilidad. Matemáticas, Educación y Sociedad, 3(2), 1–20.
Vigotsky, L. (1986). Though and Language. MIT Press.
Wild, C., & Pfannkuch, M. (1999). Statistical Thinking in Empirical Enquiry. International Statistical Review, 67(3), 223–265.
