Inferential Statistical Reasoning of Math Teachers: Experiences in Virtual Contexts Generated by the COVID-19 Pandemic

Autor/inn/en	Lugo-Armenta, Jesús Guadalupe; Pino-Fan, Luis Roberto
Titel	Inferential Statistical Reasoning of Math Teachers: Experiences in Virtual Contexts Generated by the COVID-19 Pandemic
Quelle	In: Education Sciences, 11 (2021), Artikel 363 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lugo-Armenta, Jesús Guadalupe) ORCID (Pino-Fan, Luis Roberto)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Statistics Education; Statistical Inference; Probability; Thinking Skills; Mathematics Teachers; Preservice Teachers; Teacher Workshops; Teacher Education; High School Teachers; Latin Americans; Virtual Classrooms; Electronic Learning; COVID-19; Pandemics; Foreign Countries; Mexico; Costa Rica; Argentina; Chile; Colombia; Guatemala; Peru + Suchen Sie Ihr Suchwort? Inferential statistics; Schließende Statistik; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Denkfähigkeit; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; High school; High schools; Oberschule; Latin America; People; Lateinamerika; Bevölkerung; Volk; Ausland; Mexiko; Argentinien; Kolumbien
Abstract	The COVID-19 pandemic generated a new scenario in education, where technological resources mediate teaching and learning processes. This paper presents the development of a virtual teacher training experience aimed at promoting inferential reasoning in practicing and prospective mathematics teachers using inference problems on the Chi-square statistic. The objective of this article is to assess the implemented or intended institutional meanings and the degree of availability and adequacy of the material and temporal resources necessary for the development of the training experience. For this purpose, we use theoretical and methodological notions introduced by the Ontosemiotic Approach to Mathematical Knowledge and Instruction (OSA), among which are the notions of practice and suitability criteria. The participants of this experience were divided into three groups; one of them was comprised of practicing teachers and the other two of prospective teachers. The intervention used different virtual modalities that enabled the development of the participants' inferential reasoning in a similar way. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01