In statistical inference, importance of sampling is recognized as one of its key concepts, which has allowed its incorporation internationally in different curricular guidelines and specifically in the Chilean curriculum, since the first notions of sampling are introduced in 7th Grade. This paper presents an analysis of the responses to an open-ended written questionnaire, designed to evaluate understanding of sampling, that was applied to a sample of 1,241 Chilean secondary students of 8th, 10th and 12th Grades in six different secondary schools. A mixed methodology was used, with qualitative description of responses and a quantitative analysis of their frequencies. The results reflect outstanding difficulties in the use of elements related to sampling and its properties in different problem situations. For example, students can distinguish the concept of sample in contexts close to their experiences; but when faced with different sampling methods, they are not able to identify biases associated to sample selection. Thus, when deciding if a sample is representative, they mostly identify cases in which the given sample is not. Abstract: Spanish En inferencia estadística se reconoce la importancia del muestreo como uno de sus conceptos clave, lo que ha permitido su incorporación a nivel internacional en diferentes lineamientos curriculares y específicamente en el currículo chileno, dado que las primeras nociones de muestreo se introducen en el séptimo año de educación primaria. En este trabajo se presenta el análisis de las respuestas a un cuestionario de respuesta abierta, diseñado para evaluar la comprensión del muestreo, que fue aplicado a una muestra de 1241 estudiantes de secundaria chilenos, de octavo año de primaria, segundo año de secundaria y cuarto año de secundaria, en seis centros educativos. Se empleó una metodología mixta, con una descripción cualitativa de las respuestas y un análisis cuantitativo de sus frecuencias. Los resultados reflejan dificultades destacables en la utilización de los elementos relacionados al muestreo y sus propiedades en las diferentes situaciones problema planteadas. Por ejemplo, los estudiantes distinguen el concepto de muestra en contextos cercanos a sus experiencias; pero cuando se enfrentan a diferentes métodos de muestreo, no son capaces de identificar los sesgos asociados a la selección de muestras. Así, al momento de decidir si una muestra es representativa, identifican sobre todo los casos en que la muestra dada no lo es.
{"title":"UNDERSTANDING SAMPLING BY CHILEAN SECONDARY SCHOOL STUDENTS","authors":"Karen Ruiz Reyes, José Miguel Contreras García","doi":"10.52041/serj.v20i2.383","DOIUrl":"https://doi.org/10.52041/serj.v20i2.383","url":null,"abstract":"In statistical inference, importance of sampling is recognized as one of its key concepts, which has allowed its incorporation internationally in different curricular guidelines and specifically in the Chilean curriculum, since the first notions of sampling are introduced in 7th Grade. This paper presents an analysis of the responses to an open-ended written questionnaire, designed to evaluate understanding of sampling, that was applied to a sample of 1,241 Chilean secondary students of 8th, 10th and 12th Grades in six different secondary schools. A mixed methodology was used, with qualitative description of responses and a quantitative analysis of their frequencies. The results reflect outstanding difficulties in the use of elements related to sampling and its properties in different problem situations. For example, students can distinguish the concept of sample in contexts close to their experiences; but when faced with different sampling methods, they are not able to identify biases associated to sample selection. Thus, when deciding if a sample is representative, they mostly identify cases in which the given sample is not.\u0000Abstract: Spanish\u0000En inferencia estadística se reconoce la importancia del muestreo como uno de sus conceptos clave, lo que ha permitido su incorporación a nivel internacional en diferentes lineamientos curriculares y específicamente en el currículo chileno, dado que las primeras nociones de muestreo se introducen en el séptimo año de educación primaria. En este trabajo se presenta el análisis de las respuestas a un cuestionario de respuesta abierta, diseñado para evaluar la comprensión del muestreo, que fue aplicado a una muestra de 1241 estudiantes de secundaria chilenos, de octavo año de primaria, segundo año de secundaria y cuarto año de secundaria, en seis centros educativos. Se empleó una metodología mixta, con una descripción cualitativa de las respuestas y un análisis cuantitativo de sus frecuencias. Los resultados reflejan dificultades destacables en la utilización de los elementos relacionados al muestreo y sus propiedades en las diferentes situaciones problema planteadas. Por ejemplo, los estudiantes distinguen el concepto de muestra en contextos cercanos a sus experiencias; pero cuando se enfrentan a diferentes métodos de muestreo, no son capaces de identificar los sesgos asociados a la selección de muestras. Así, al momento de decidir si una muestra es representativa, identifican sobre todo los casos en que la muestra dada no lo es.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41894739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article aims to investigate the teaching of chance in the context of tactile models (TM) from the perspective of the Theory of Register of Semiotic Representations. In this qualitative research, we sought to identify the different types of semiotic registers and transformations (treatment and conversion), in the solutions of the tasks of the Jefferson’s Random Walks Teaching Sequence of children in early childhood education (aged 5 years). We found the presence of different registers, most frequently mother tongue and figurative language, and of conversions. Finally, the TM proved versatile, particularly in addressing the concept of chance, for the mobilization of different semiotic registers and transformations, which can encourage teachers to use this material to work concepts in the school context. Abstract: Portuguese Neste artigo tem-se como objetivo investigar o ensino de Probabilidade no contexto da maquete tátil (MT) sob a ótica da teoria de Registro de Representações Semióticas. Nesta pesquisa de cunho qualitativo, buscou-se identificar os diferentes tipos de registros semióticos e de transformações (tratamento e conversão), nas soluções das tarefas da Sequência de Ensino Passeios Aleatórios do Jefferson de crianças da educação infantil (5 anos). Verificou-se a presença dos diferentes registros, mais frequentemente a lingua materna e figural, e das conversões. Por fim, a MT mostrou-se versátil, em particular na abordagem do conceito de chance, para a mobilização de diferentes registros semióticos e de transformações, o que pode estimular os professores no uso desse material para trabalhar conceitos probabilísticos no âmnbito escolar.
{"title":"THE CONCEPT OF CHANCE IN EARLY CHILDHOOD EDUCATION: AN ANALYSIS FROM THE PERSPECTIVE OF THE REGISTER OF SEMIOTIC REPRESENTATIONS","authors":"V. Kataoka, Aida Carvalho Vita, C. Da Silva","doi":"10.52041/serj.v20i2.318","DOIUrl":"https://doi.org/10.52041/serj.v20i2.318","url":null,"abstract":"This article aims to investigate the teaching of chance in the context of tactile models (TM) from the perspective of the Theory of Register of Semiotic Representations. In this qualitative research, we sought to identify the different types of semiotic registers and transformations (treatment and conversion), in the solutions of the tasks of the Jefferson’s Random Walks Teaching Sequence of children in early childhood education (aged 5 years). We found the presence of different registers, most frequently mother tongue and figurative language, and of conversions. Finally, the TM proved versatile, particularly in addressing the concept of chance, for the mobilization of different semiotic registers and transformations, which can encourage teachers to use this material to work concepts in the school context.\u0000Abstract: Portuguese\u0000Neste artigo tem-se como objetivo investigar o ensino de Probabilidade no contexto da maquete tátil (MT) sob a ótica da teoria de Registro de Representações Semióticas. Nesta pesquisa de cunho qualitativo, buscou-se identificar os diferentes tipos de registros semióticos e de transformações (tratamento e conversão), nas soluções das tarefas da Sequência de Ensino Passeios Aleatórios do Jefferson de crianças da educação infantil (5 anos). Verificou-se a presença dos diferentes registros, mais frequentemente a lingua materna e figural, e das conversões. Por fim, a MT mostrou-se versátil, em particular na abordagem do conceito de chance, para a mobilização de diferentes registros semióticos e de transformações, o que pode estimular os professores no uso desse material para trabalhar conceitos probabilísticos no âmnbito escolar.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41318689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many studies have reported on the influence of teachers’ conceptions of variability on different aspects of their professional knowledge for teaching statistics and their classroom practices. However, research on these kind of conceptions is still scarce, particularly in Latin American countries like Venezuela. In an effort to help fill this gap, a qualitative study was conducted that aimed to characterize the different ways in which Venezuelan in-service secondary school mathematics teachers conceptualize variability. For that purpose, a survey instrument was developed and administered to 27 teachers working at the metropolitan area of Caracas. This paper focuses on the participants’ answers to two items in which interpretation of histograms was necessary. It was found that about a third of the participants exhibited a sophisticated recognition of variability (e.g., gave answers connecting both middles and extremes), whereas about half of them exhibited misconceptions of variability, such as acknowledging variability from the viewpoint of idiosyncratic ideas, or the degree of symmetry (or lack thereof) of a histogram. Moreover, it was also found that about two-thirds of the participants were unable to correctly match real-life contexts to their corresponding histograms, while about two-fifths were unable to correctly determine the accuracy or inaccuracy of descriptions of the variability in a histogram. The author discusses possible reasons for the obtained results, in order to identify relevant implictions for teacher education in the area of statistics. Abstract: Spanish Diversos estudios han reportado que las concepciones de los docentes sobre variabilidad influencian tanto su conocimiento profesional para la enseñanza de la estadística, como sus prácticas en el aula. Sin embargo, investigaciones sobre este tipo de concepciones son aún escasas, particularmente en países latinoamericanos como Venezuela. Intentando satisfacer esta necesidad, se condujo un estudio cualitativo para identificar y caracterizar las diferentes maneras en que maestros venezolanos de matemáticas a nivel de secundaria conceptualizan la variabilidad. Con tal propósito, un cuestionario fue desarrollado y administrado a 27 docentes en el área metropolitana de Caracas. Este artículo se centra en las respuestas dadas por los participantes a dos ítems del cuestionario, en los que era necesaria la interpretación de histogramas. Se descubrió que aproximadamente un quinto de los participantes demostró un reconocimiento sofisticado de la variabilidad (e.g., considerar simultáneamente valores centrales y extremos de un histograma), mientras que alreadedor de la mitad exhibió concepciones erróneas, tales como el reconocimiento de la variabilidad a partir de ideas idiosincrásicas, o del grado de simetría de un histograma. Además, unos cuatro quintos de los participantes fueron incapaces de establecer una correspondencia entre contextos de la vida real y sus respectivos histogramas,
{"title":"TEACHERS’ CONCEPTIONS AND PROFESSIONAL KNOWLEDGE OF VARIABILITY FROM THEIR INTERPRETATION OF HISTOGRAMS: THE CASE OF VENEZUELAN IN-SERVICE SECONDARY MATHEMATICS TEACHERS","authors":"O. González","doi":"10.52041/serj.v20i2.412","DOIUrl":"https://doi.org/10.52041/serj.v20i2.412","url":null,"abstract":"Many studies have reported on the influence of teachers’ conceptions of variability on different aspects of their professional knowledge for teaching statistics and their classroom practices. However, research on these kind of conceptions is still scarce, particularly in Latin American countries like Venezuela. In an effort to help fill this gap, a qualitative study was conducted that aimed to characterize the different ways in which Venezuelan in-service secondary school mathematics teachers conceptualize variability. For that purpose, a survey instrument was developed and administered to 27 teachers working at the metropolitan area of Caracas. This paper focuses on the participants’ answers to two items in which interpretation of histograms was necessary. It was found that about a third of the participants exhibited a sophisticated recognition of variability (e.g., gave answers connecting both middles and extremes), whereas about half of them exhibited misconceptions of variability, such as acknowledging variability from the viewpoint of idiosyncratic ideas, or the degree of symmetry (or lack thereof) of a histogram. Moreover, it was also found that about two-thirds of the participants were unable to correctly match real-life contexts to their corresponding histograms, while about two-fifths were unable to correctly determine the accuracy or inaccuracy of descriptions of the variability in a histogram. The author discusses possible reasons for the obtained results, in order to identify relevant implictions for teacher education in the area of statistics.\u0000Abstract: Spanish\u0000Diversos estudios han reportado que las concepciones de los docentes sobre variabilidad influencian tanto su conocimiento profesional para la enseñanza de la estadística, como sus prácticas en el aula. Sin embargo, investigaciones sobre este tipo de concepciones son aún escasas, particularmente en países latinoamericanos como Venezuela. Intentando satisfacer esta necesidad, se condujo un estudio cualitativo para identificar y caracterizar las diferentes maneras en que maestros venezolanos de matemáticas a nivel de secundaria conceptualizan la variabilidad. Con tal propósito, un cuestionario fue desarrollado y administrado a 27 docentes en el área metropolitana de Caracas. Este artículo se centra en las respuestas dadas por los participantes a dos ítems del cuestionario, en los que era necesaria la interpretación de histogramas. Se descubrió que aproximadamente un quinto de los participantes demostró un reconocimiento sofisticado de la variabilidad (e.g., considerar simultáneamente valores centrales y extremos de un histograma), mientras que alreadedor de la mitad exhibió concepciones erróneas, tales como el reconocimiento de la variabilidad a partir de ideas idiosincrásicas, o del grado de simetría de un histograma. Además, unos cuatro quintos de los participantes fueron incapaces de establecer una correspondencia entre contextos de la vida real y sus respectivos histogramas, ","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42752892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article aims to analyze Brazilian research on statistics education involving teachers to highlight methodological trends and training contexts mobilized by such research. To this end, a survey was carried out in the Dissertation and Thesis Bank of CAPES, considering the descriptor "Statistical Education” and the 2013-2018 timeframe. A total of ninety-nine studies were found, twenty of which met the proposed objective. This is a documentary and bibliographic study, in which an interpretative approach was adopted using the technique of content analysis. The data analysis verified that nine of those studies did not lead to training processes with teachers. In addition, the analysis of the other eleven studies, which led to training, revealed an intrinsic relationship between the methodological path and the training contexts reported. This demonstrated the expressiveness of training contexts based on epistemology of collaboration, that is, those contexts that both give voice and listen to teachers, and recognize them as producers of knowledge. Conversely, we identified two research studies that shaped the training considering the paradigm of technical rationality, and designed training courses to address certain content/concepts that teachers supposedly do not master. It was evidenced that the conception of teacher training has a direct and explicit relationship with the organization of the training spaces outlined. Finally, we identified one research study based on epistemology of practice, which focuses on the understanding of knowledge mobilized in teaching practice. Abstract: Portuguese O presente artigo tem por objetivo analisar pesquisas brasileiras de Educação Estatística que envolveram professores, com vistas a evidenciar tendências metodológicas e de contextos formativos mobilizados por tais estudos. Para tanto, realizou-se um mapeamento no Banco de Dissertações e Teses da CAPES, considerando o descritor “Educação Estatística” e o período de 2013 a 2018. Foram identificadas 99 pesquisas, dentre as quais 20 dialogam com o objetivo proposto. Trata-se de um estudo documental e bibliográfico, no qual se adotou uma abordagem interpretativa que tem como técnica a análise de conteúdo. A análise dos dados permitiu identificar que nove destes estudos não desencadearam processos formativos com os docentes. Além disso, a análise das demais 11 pesquisas, que desenvolveram processos formativos, revelou uma intrínseca relação entre o percurso metodológico e os contextos formativos relatados. Nesse sentido, evidenciou-se uma expressividade de contextos formativos pautados na epistemologia da colaboração, ou seja, aqueles que dão voz aos professores e se colocam à sua escuta; que os reconhecem como produtores de conhecimento. Em contrapartida, duas pesquisas estruturaram as formações, considerando o paradigma da racionalidade técnica e concebendo cursos de capacitação para abordar determinado conteúdo/conceito que o professor supostamente não domina. C
{"title":"OVERVIEW OF BRAZILIAN RESEARCH ON STATISTICS EDUCATION INVOLVING TEACHERS: METHODOLOGICAL PATHS AND TRAINING CONTEXTS","authors":"Douglas da Silva Tinti, Celi Espasandin Lopes","doi":"10.52041/serj.v20i2.414","DOIUrl":"https://doi.org/10.52041/serj.v20i2.414","url":null,"abstract":"This article aims to analyze Brazilian research on statistics education involving teachers to highlight methodological trends and training contexts mobilized by such research. To this end, a survey was carried out in the Dissertation and Thesis Bank of CAPES, considering the descriptor \"Statistical Education” and the 2013-2018 timeframe. A total of ninety-nine studies were found, twenty of which met the proposed objective. This is a documentary and bibliographic study, in which an interpretative approach was adopted using the technique of content analysis. The data analysis verified that nine of those studies did not lead to training processes with teachers. In addition, the analysis of the other eleven studies, which led to training, revealed an intrinsic relationship between the methodological path and the training contexts reported. This demonstrated the expressiveness of training contexts based on epistemology of collaboration, that is, those contexts that both give voice and listen to teachers, and recognize them as producers of knowledge. Conversely, we identified two research studies that shaped the training considering the paradigm of technical rationality, and designed training courses to address certain content/concepts that teachers supposedly do not master. It was evidenced that the conception of teacher training has a direct and explicit relationship with the organization of the training spaces outlined. Finally, we identified one research study based on epistemology of practice, which focuses on the understanding of knowledge mobilized in teaching practice.\u0000Abstract: Portuguese\u0000O presente artigo tem por objetivo analisar pesquisas brasileiras de Educação Estatística que envolveram professores, com vistas a evidenciar tendências metodológicas e de contextos formativos mobilizados por tais estudos. Para tanto, realizou-se um mapeamento no Banco de Dissertações e Teses da CAPES, considerando o descritor “Educação Estatística” e o período de 2013 a 2018. Foram identificadas 99 pesquisas, dentre as quais 20 dialogam com o objetivo proposto. Trata-se de um estudo documental e bibliográfico, no qual se adotou uma abordagem interpretativa que tem como técnica a análise de conteúdo. A análise dos dados permitiu identificar que nove destes estudos não desencadearam processos formativos com os docentes. Além disso, a análise das demais 11 pesquisas, que desenvolveram processos formativos, revelou uma intrínseca relação entre o percurso metodológico e os contextos formativos relatados. Nesse sentido, evidenciou-se uma expressividade de contextos formativos pautados na epistemologia da colaboração, ou seja, aqueles que dão voz aos professores e se colocam à sua escuta; que os reconhecem como produtores de conhecimento. Em contrapartida, duas pesquisas estruturaram as formações, considerando o paradigma da racionalidade técnica e concebendo cursos de capacitação para abordar determinado conteúdo/conceito que o professor supostamente não domina. C","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43555023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
G. Guimarães, Betânia Evangelista, Izabella Oliveira
The definition of table has not been introduced in Brazilian textbooks for the early years of elementary school. We see that charts and databases have been named tables but are not approached in the same way. This makes it impossible for students to differentiate between them, which may cause learning difficulties. Therefore, it is essential that we reflect on students' knowledge about table, which is an instrument that systematizes information so that they can visualize reality. Thus, the aim of this study was to analyze the knowledge students from the 1st to 5th grade of elementary school have about representations in tables. To this end, 325 students (6 to 10 years old from 19 classes from different public schools in Greater Recife) participated. Students were asked to answer six activities individually, four of interpretation of a single and a double entry table with qualitative and quantitative variables, and two activities involving the construction of a table from a database or set of figures that needed to be classified. The results show that students’ performance progress in all activities, and that they present better performance in table interpretation than in table construction. Since the 1st grade the students were able to construct tables with one variable, however, to construct a table with two variables showed to be very difficult even for the 5th graders. In all grades the students had difficulties to make decisions based on the data presented, what is the function of table representation. This may be due to the absence of teaching practices focused on the table as a learning object. Abstract: Portuguese A definição de tabela não foi introduzida nos livros didáticos brasileiros dos anos iniciais do Ensino Fundamental. Observamos que quadros e bancos de dados vêm sendo nomeados de tabelas e não são abordados da mesma maneira. Isso causa uma indiferenciação entre os mesmos e dificulta a aprendizagem. Então, é fundamental refletir sobre os conhecimentos dos alunos sobre tabelas, uma vez que essas têm a função de sistematizar informações para que se possa ter uma visão da realidade. Assim, o objetivo desse estudo foi analisar o conhecimento de alunos do 1º ao 5º ano do Ensino Fundamental sobre representações em tabelas. Para tal, participaram 325 alunos (6 a 10 anos de idade de 19 turmas de diferentes escolas públicas do Grande Recife). Foi solicitado aos alunos que individualmente respondessem seis atividades, quatro de interpretação de tabelas simples e de dupla entrada, com variáveis qualitativas e quantitativas e duas atividades envolvendo construção de tabelas, a partir de um banco de dados ou de um conjunto de figuras que precisavam ser classificadas. Os resultados mostram que o desempenho dos alunos evolui em todas as atividades, e que eles apresentam melhor desempenho na interpretação de tabelas do que na construção de tabelas. De o 1º ano os alunos conseguiram construir tabelas com uma variável, porém, construir uma tabela
{"title":"WHAT STUDENTS IN THE FIRST GRADES OF ELEMENTARY SCHOOL KNOW ABOUT TABLES","authors":"G. Guimarães, Betânia Evangelista, Izabella Oliveira","doi":"10.52041/serj.v20i2.358","DOIUrl":"https://doi.org/10.52041/serj.v20i2.358","url":null,"abstract":"The definition of table has not been introduced in Brazilian textbooks for the early years of elementary school. We see that charts and databases have been named tables but are not approached in the same way. This makes it impossible for students to differentiate between them, which may cause learning difficulties. Therefore, it is essential that we reflect on students' knowledge about table, which is an instrument that systematizes information so that they can visualize reality. Thus, the aim of this study was to analyze the knowledge students from the 1st to 5th grade of elementary school have about representations in tables. To this end, 325 students (6 to 10 years old from 19 classes from different public schools in Greater Recife) participated. Students were asked to answer six activities individually, four of interpretation of a single and a double entry table with qualitative and quantitative variables, and two activities involving the construction of a table from a database or set of figures that needed to be classified. The results show that students’ performance progress in all activities, and that they present better performance in table interpretation than in table construction. Since the 1st grade the students were able to construct tables with one variable, however, to construct a table with two variables showed to be very difficult even for the 5th graders. In all grades the students had difficulties to make decisions based on the data presented, what is the function of table representation. This may be due to the absence of teaching practices focused on the table as a learning object.\u0000Abstract: Portuguese\u0000A definição de tabela não foi introduzida nos livros didáticos brasileiros dos anos iniciais do Ensino Fundamental. Observamos que quadros e bancos de dados vêm sendo nomeados de tabelas e não são abordados da mesma maneira. Isso causa uma indiferenciação entre os mesmos e dificulta a aprendizagem. Então, é fundamental refletir sobre os conhecimentos dos alunos sobre tabelas, uma vez que essas têm a função de sistematizar informações para que se possa ter uma visão da realidade. Assim, o objetivo desse estudo foi analisar o conhecimento de alunos do 1º ao 5º ano do Ensino Fundamental sobre representações em tabelas. Para tal, participaram 325 alunos (6 a 10 anos de idade de 19 turmas de diferentes escolas públicas do Grande Recife). Foi solicitado aos alunos que individualmente respondessem seis atividades, quatro de interpretação de tabelas simples e de dupla entrada, com variáveis qualitativas e quantitativas e duas atividades envolvendo construção de tabelas, a partir de um banco de dados ou de um conjunto de figuras que precisavam ser classificadas. Os resultados mostram que o desempenho dos alunos evolui em todas as atividades, e que eles apresentam melhor desempenho na interpretação de tabelas do que na construção de tabelas. De o 1º ano os alunos conseguiram construir tabelas com uma variável, porém, construir uma tabela ","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48388607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Conceptual appropriation is central to the teaching-learning and development processes. The intellectual stage is expressed by writing, verbalization and the use of the object under construction, among other means of expression. This paper discusses the conceptual appropriation by means of the creation of collaborative situations in which the argumentative language mediates the construction of knowledge. Supported by Vygotsky’s cultural-historical theory, Discussion Circle is an activity that consists of presenting some conceptual questions for the class to discuss in small groups initially, and then in a larger group, as a general meeting. Hence, we present the central ideas and theoretical support for the development of this activity and comment on a practice that took place during a course of Basic Statistics, part of the Teaching Program in Mathematics. Results indicate the conceptual development of students, which allows for the improvement of elementary school mathematics’ teacher education in terms of statistics studies, which is a strategic matter of importance for the broadening of society’s knowledge about this area. Abstract: Portuguese No processo de ensino-aprendizagem e desenvolvimento, a apropriação conceitual é central. O estágio intelectual se expressa, entre outras formas, pela escrita, verbalização e uso do objeto em construção. Este artigo discute a apropriação conceitual por meio da criação de situações colaborativas em que a linguagem da argumentação medeia a construção do conhecimento. A atividade Roda de Conversa, apoiada na teoria Histórico-Cultural de Vygotsky, consiste em propor algumas questões conceituais para a classe discutir, inicialmente em pequenos grupos e, a seguir, em uma reunião geral. Apresentamos as ideias centrais e os suportes teóricos para o desenvolvimento dessa atividade e comentamos sobre uma realização prática ocorrida em uma disciplina de Estatística Básica do curso de Licenciatura em Matemática. Os resultados encontrados indicam o desenvolvimento conceitual dos estudantes, colaborando com a melhoria da formação estatística do professor de Matemática da Educação Básica, questão estratégica na ampliação do conhecimento da sociedade sobre a área.
概念挪用是教学和发展过程的核心。智力阶段是通过写作、语言化和使用建构中的客体等表达方式来表达的。本文通过创造合作情境来讨论概念挪用，在这种情境中，论证语言介导了知识的建构。在维果茨基的文化历史理论的支持下，讨论圈是一种活动，它包括提出一些概念性问题，让全班先以小组形式讨论，然后以更大的小组形式作为全体会议。因此，我们提出了这一活动发展的中心思想和理论支持，并评论了在基础统计学课程中发生的一次实践，这是数学教学计划的一部分。结果表明，学生的概念发展，这使得小学数学教师的教育在统计学研究方面得到改善，这对扩大社会对这一领域的知识具有重要的战略意义。摘要:葡萄牙语processo de enchinese -aprendizagem e desenvolvimento，是一种恰当的概念概念中心。0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0埃斯特artigo discute一apropriacao conceitual为什么meio da criacao de situacoes colaborativas em是一个linguagem da argumentacao medeia construcao做conhecimento。A atividade Roda de Conversa, apoiada na teoria Histórico-Cultural de Vygotsky，包括三个适当的算法questões conceituais para A class discutir，非正式的pequenos groupos e，一个seguir，一个umumreunix o general。目前，作为思想中心，我们支持teóricos para o desenvelimento desenvelimento和desenvelimento，并对desenvelimento和desenvelimento和desenvelimento进行评论。因此，我们的结果是，我们的研究对象是学生，我们的研究对象是教师，我们的研究对象是教师，我们的研究对象是教师，我们的研究对象是教师，我们的研究对象是教师，我们的研究对象是教师，我们的研究对象是教师，我们的研究对象是教师。
{"title":"DISCUSSION CIRCLE FOR THE TEACHING-LEARNING OF STATISTICS","authors":"M. N. Magalhães, M.C.C. Magalhaes","doi":"10.52041/serj.v20i2.355","DOIUrl":"https://doi.org/10.52041/serj.v20i2.355","url":null,"abstract":"Conceptual appropriation is central to the teaching-learning and development processes. The intellectual stage is expressed by writing, verbalization and the use of the object under construction, among other means of expression. This paper discusses the conceptual appropriation by means of the creation of collaborative situations in which the argumentative language mediates the construction of knowledge. Supported by Vygotsky’s cultural-historical theory, Discussion Circle is an activity that consists of presenting some conceptual questions for the class to discuss in small groups initially, and then in a larger group, as a general meeting. Hence, we present the central ideas and theoretical support for the development of this activity and comment on a practice that took place during a course of Basic Statistics, part of the Teaching Program in Mathematics. Results indicate the conceptual development of students, which allows for the improvement of elementary school mathematics’ teacher education in terms of statistics studies, which is a strategic matter of importance for the broadening of society’s knowledge about this area.\u0000Abstract: Portuguese\u0000No processo de ensino-aprendizagem e desenvolvimento, a apropriação conceitual é central. O estágio intelectual se expressa, entre outras formas, pela escrita, verbalização e uso do objeto em construção. Este artigo discute a apropriação conceitual por meio da criação de situações colaborativas em que a linguagem da argumentação medeia a construção do conhecimento. A atividade Roda de Conversa, apoiada na teoria Histórico-Cultural de Vygotsky, consiste em propor algumas questões conceituais para a classe discutir, inicialmente em pequenos grupos e, a seguir, em uma reunião geral. Apresentamos as ideias centrais e os suportes teóricos para o desenvolvimento dessa atividade e comentamos sobre uma realização prática ocorrida em uma disciplina de Estatística Básica do curso de Licenciatura em Matemática. Os resultados encontrados indicam o desenvolvimento conceitual dos estudantes, colaborando com a melhoria da formação estatística do professor de Matemática da Educação Básica, questão estratégica na ampliação do conhecimento da sociedade sobre a área.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43974726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper describes the evolution of “recognition of need for data” and “strategical thinking”, two types of thinking identified by Wild and Pfannkuch in their Framework for Statistical Thinking in Empirical Enquiry, as well as its relevance for math teacher professional development. The research was carried out with ten in-service secondary-school math teachers during an educational experience (at Bogotá, Colombia), who, in the beginning, showed high performance in procedural knowledge of data analysis. The experience was founded on project based learning that participants proposed and conducted via a survey concerning implications of a Bill, relevant for their job context. These teachers made mistakes and showed difficulties during the two first stages of the investigative cycle, problem formulation, and research planning, due possibly to their inexperience in designing an empirical inquiry. Teacher educator’s guidance, to turn mistakes into learning opportunities and teachers’ active participation, promoted the development of statistical thinking, especially linked to the types aforementioned. Abstract: Spanish Este artículo describe el desarrollo de “reconocimiento de la necesidad de los datos” y “pensamiento estratégico”, dos de modos de razonamiento identificados por Wild y Pfannkuch (1999) en su marco para pensamiento estadístico en investigación empírica, así como su importancia en la formación de profesores de matemáticas. La investigación se lleva a cabo con diez profesores de matemáticas en ejercicio, durante una experiencia de formación (Bogotá, Colombia), quienes al inicio del curso mostraron un buen nivel de conocimiento procedimental en análisis de datos. En el marco del Aprendizaje Basado en Proyectos, los profesores propusieron y desarrollaron una encuesta relacionada con las implicaciones de la implementación de un proyecto de ley, relevante para ellos. Los profesores cometieron errores y mostraron dificultades durante las dos primeras partes del ciclo investigativo, formulación del problema y planeación de la investigación, debido a su falta de experiencia en la formulación de un estudio empírico. La orientación del formador, para convertir las debilidades en oportunidades de aprendizaje, y la participación activa de los profesores favorecieron el desarrollo de razonamiento estadístico, especialmente asociado a los dos tipos de razonamientos ya mencionados.
{"title":"DEVELOPING “RECOGNITION OF NEED FOR DATA” IN SECONDARY SCHOOL TEACHERS","authors":"Emilse Gómez-Torres","doi":"10.52041/serj.v20i2.310","DOIUrl":"https://doi.org/10.52041/serj.v20i2.310","url":null,"abstract":"This paper describes the evolution of “recognition of need for data” and “strategical thinking”, two types of thinking identified by Wild and Pfannkuch in their Framework for Statistical Thinking in Empirical Enquiry, as well as its relevance for math teacher professional development. The research was carried out with ten in-service secondary-school math teachers during an educational experience (at Bogotá, Colombia), who, in the beginning, showed high performance in procedural knowledge of data analysis. The experience was founded on project based learning that participants proposed and conducted via a survey concerning implications of a Bill, relevant for their job context. These teachers made mistakes and showed difficulties during the two first stages of the investigative cycle, problem formulation, and research planning, due possibly to their inexperience in designing an empirical inquiry. Teacher educator’s guidance, to turn mistakes into learning opportunities and teachers’ active participation, promoted the development of statistical thinking, especially linked to the types aforementioned.\u0000Abstract: Spanish\u0000Este artículo describe el desarrollo de “reconocimiento de la necesidad de los datos” y “pensamiento estratégico”, dos de modos de razonamiento identificados por Wild y Pfannkuch (1999) en su marco para pensamiento estadístico en investigación empírica, así como su importancia en la formación de profesores de matemáticas. La investigación se lleva a cabo con diez profesores de matemáticas en ejercicio, durante una experiencia de formación (Bogotá, Colombia), quienes al inicio del curso mostraron un buen nivel de conocimiento procedimental en análisis de datos. En el marco del Aprendizaje Basado en Proyectos, los profesores propusieron y desarrollaron una encuesta relacionada con las implicaciones de la implementación de un proyecto de ley, relevante para ellos. Los profesores cometieron errores y mostraron dificultades durante las dos primeras partes del ciclo investigativo, formulación del problema y planeación de la investigación, debido a su falta de experiencia en la formulación de un estudio empírico. La orientación del formador, para convertir las debilidades en oportunidades de aprendizaje, y la participación activa de los profesores favorecieron el desarrollo de razonamiento estadístico, especialmente asociado a los dos tipos de razonamientos ya mencionados.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42080702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Flavio FLAVIO GUIÑEZ, Claudia Vásquez, Camila C Brito, Salomé Martínez
This article presents the results of a study aimed at examining how primary school teachers’ attitudes towards probability and its teaching are influenced by their use of an interactive story focused on sparking interest in probability and providing opportunities for learning this mathematical topic. A scale of attitudes towards probability and its teaching was applied to 40 prospective primary school teachers, before and after reading the book. This instrument was implemented with two focus groups. Preliminary results revealed significant changes in pre-service teachers’ attitudes, particularly in their feelings towards probability. This evidence attested to the potential of the book, especially considering that the participants had only studied the basics of this topic in previous courses. Abstract: Spanish En este artículo se presentan los resultados de un estudio que busca indagar sobre cómo las actitudes hacia la probabilidad y su enseñanza de futuros profesores de Educación Básica, se ven influenciadas al interactuar con un cuento interactivo que busca estimular el interés y a la vez brindar oportunidades para el aprendizaje de las probabilidades. Para el estudio se aplicó una escala de actitudes hacia la probabilidad y su enseñanza a 40 futuros profesores de Educación Básica, antes y después de la lectura del libro, lo que fue complementado con dos grupos focales. Los resultados preliminares muestran cambios significativos en sus actitudes, particularmente en el componente afectivo hacia la probabilidad. Esta evidencia muestra el potencial que tiene la lectura del libro, más aún considerando que los estudiantes solo han estudiado, en cursos anteriores, nociones básicas de probabilidades. En este artículo se presentan los resultados de un estudio que busca indagar sobre cómo las actitudes hacia la probabilidad y su enseñanza de futuros profesores de Educación Básica, se ven influenciadas al interactuar con un cuento interactivo que busca estimular el interés y a la vez brindar oportunidades para el aprendizaje de las probabilidades. Para el estudio se aplicó una escala de actitudes hacia la probabilidad y su enseñanza a 40 futuros profesores de Educación Básica, antes y después de la lectura del libro, lo que fue complementado con dos grupos focales. Los resultados preliminares muestran cambios significativos en sus actitudes, particularmente en el componente afectivo hacia la probabilidad. Esta evidencia muestra el potencial que tiene la lectura del libro, más aún considerando que los estudiantes solo han estudiado, en cursos anteriores, nociones básicas de probabilidades.
{"title":"ALICE IN RANDOMLAND: A RESOURCE FOR IMPROVING ATTITUDES TOWARDS PROBABILITY AND ITS TEACHING","authors":"Flavio FLAVIO GUIÑEZ, Claudia Vásquez, Camila C Brito, Salomé Martínez","doi":"10.52041/serj.v20i2.410","DOIUrl":"https://doi.org/10.52041/serj.v20i2.410","url":null,"abstract":"This article presents the results of a study aimed at examining how primary school teachers’ attitudes towards probability and its teaching are influenced by their use of an interactive story focused on sparking interest in probability and providing opportunities for learning this mathematical topic. A scale of attitudes towards probability and its teaching was applied to 40 prospective primary school teachers, before and after reading the book. This instrument was implemented with two focus groups. Preliminary results revealed significant changes in pre-service teachers’ attitudes, particularly in their feelings towards probability. This evidence attested to the potential of the book, especially considering that the participants had only studied the basics of this topic in previous courses.\u0000Abstract: Spanish\u0000En este artículo se presentan los resultados de un estudio que busca indagar sobre cómo las actitudes hacia la probabilidad y su enseñanza de futuros profesores de Educación Básica, se ven influenciadas al interactuar con un cuento interactivo que busca estimular el interés y a la vez brindar oportunidades para el aprendizaje de las probabilidades. Para el estudio se aplicó una escala de actitudes hacia la probabilidad y su enseñanza a 40 futuros profesores de Educación Básica, antes y después de la lectura del libro, lo que fue complementado con dos grupos focales. Los resultados preliminares muestran cambios significativos en sus actitudes, particularmente en el componente afectivo hacia la probabilidad. Esta evidencia muestra el potencial que tiene la lectura del libro, más aún considerando que los estudiantes solo han estudiado, en cursos anteriores, nociones básicas de probabilidades. En este artículo se presentan los resultados de un estudio que busca indagar sobre cómo las actitudes hacia la probabilidad y su enseñanza de futuros profesores de Educación Básica, se ven influenciadas al interactuar con un cuento interactivo que busca estimular el interés y a la vez brindar oportunidades para el aprendizaje de las probabilidades. Para el estudio se aplicó una escala de actitudes hacia la probabilidad y su enseñanza a 40 futuros profesores de Educación Básica, antes y después de la lectura del libro, lo que fue complementado con dos grupos focales. Los resultados preliminares muestran cambios significativos en sus actitudes, particularmente en el componente afectivo hacia la probabilidad. Esta evidencia muestra el potencial que tiene la lectura del libro, más aún considerando que los estudiantes solo han estudiado, en cursos anteriores, nociones básicas de probabilidades. ","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49541578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In order to study the manifestation of data sense and identify ways of thinking about variability in authentically realistic problems in a group of Chilean fifth-grade students, a lesson plan was designed and implemented, within the framework of statistical literacy and using the “lesson study” modality, in which students were urged to make inferences based on the analysis of data corresponding to the tsunami that struck the Chilean coast in 2010. This article focuses on the qualitative study of the data representations produced by two groups of students during the implementation of the lesson plan. The analysis of the behavior of the tsunami carried out by the students led them to work simultaneously with nominal qualitative, ordinal qualitative, discrete quantitative, and continuous quantitative variables; to create new variables; to construct representations of data (multiple bar graphs and frequency tables); and to make inferences based on the data. We conclude that the use of an authentic context and the construction of their own representations promoted data sense in students and facilitated the development of their statistical thinking, through which they were able to recognize, describe, and explain the variability of the phenomenon. Abstract: Spanish Con el propósito de estudiar la manifestación del sentido del dato e identificar las formas de razonar la variabilidad en problemas auténticamente realistas en un grupo de estudiantes chilenos de quinto grado de primaria, se diseñó e implementó un plan de clases, en el marco de alfabetización estadística y bajo la modalidad “lesson study”, en el que se instó a los estudiantes a hacer inferencias a partir del análisis de los datos correspondientes al tsunami que azotó la costa de Chile en 2010. Este artículo se centra en el estudio cualitativo de las representaciones de datos producidas por dos grupos de estudiantes durante la implementación del plan de clases. El análisis del comportamiento de los datos del tsunami realizado por los estudiantes los llevó a trabajar simultáneamente con variables cualitativas nominales, cualitativas ordinales, cuantitativas discretas y cuantitativas continuas; crear nuevas variables; elaborar representaciones de datos (gráfico de barras múltiples y tabla de frecuencias); y hacer inferencias basadas en los datos. Se concluye que el uso de un contexto auténtico y la construcción de representaciones propias, promovieron en los estudiantes el sentido del dato y facilitaron el desarrollo de su pensamiento estadístico, pudiendo reconocer, describir y explicar la variabilidad del fenómeno.
{"title":"DEVELOPING DATA SENSE: MAKING INFERENCES FROM VARIABILITY IN TSUNAMIS AT PRIMARY SCHOOL","authors":"Soledad Estrella, Andrea Vergara, O. González","doi":"10.52041/serj.v20i2.413","DOIUrl":"https://doi.org/10.52041/serj.v20i2.413","url":null,"abstract":"In order to study the manifestation of data sense and identify ways of thinking about variability in authentically realistic problems in a group of Chilean fifth-grade students, a lesson plan was designed and implemented, within the framework of statistical literacy and using the “lesson study” modality, in which students were urged to make inferences based on the analysis of data corresponding to the tsunami that struck the Chilean coast in 2010. This article focuses on the qualitative study of the data representations produced by two groups of students during the implementation of the lesson plan. The analysis of the behavior of the tsunami carried out by the students led them to work simultaneously with nominal qualitative, ordinal qualitative, discrete quantitative, and continuous quantitative variables; to create new variables; to construct representations of data (multiple bar graphs and frequency tables); and to make inferences based on the data. We conclude that the use of an authentic context and the construction of their own representations promoted data sense in students and facilitated the development of their statistical thinking, through which they were able to recognize, describe, and explain the variability of the phenomenon.\u0000Abstract: Spanish\u0000Con el propósito de estudiar la manifestación del sentido del dato e identificar las formas de razonar la variabilidad en problemas auténticamente realistas en un grupo de estudiantes chilenos de quinto grado de primaria, se diseñó e implementó un plan de clases, en el marco de alfabetización estadística y bajo la modalidad “lesson study”, en el que se instó a los estudiantes a hacer inferencias a partir del análisis de los datos correspondientes al tsunami que azotó la costa de Chile en 2010. Este artículo se centra en el estudio cualitativo de las representaciones de datos producidas por dos grupos de estudiantes durante la implementación del plan de clases. El análisis del comportamiento de los datos del tsunami realizado por los estudiantes los llevó a trabajar simultáneamente con variables cualitativas nominales, cualitativas ordinales, cuantitativas discretas y cuantitativas continuas; crear nuevas variables; elaborar representaciones de datos (gráfico de barras múltiples y tabla de frecuencias); y hacer inferencias basadas en los datos. Se concluye que el uso de un contexto auténtico y la construcción de representaciones propias, promovieron en los estudiantes el sentido del dato y facilitaron el desarrollo de su pensamiento estadístico, pudiendo reconocer, describir y explicar la variabilidad del fenómeno.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49276183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nidia Nora Abbiati, Maria del Carmen Fabrizio, M. V. López, Adriana Pérez, María Cristina Plencovich, G. Cueto
Students from non-statistics degree programs often perceive statistics as a burden, underestimating its usefulness and encountering difficulties that cause them anxiety and stress, among others, which leads many of them to fail the course. Students’ attitudes can hinder their learning and development of useful skills associated with statistical thinking, which should be later applied outside the classroom. The aim of this study was to analyze students’ attitudes towards statistics in introductory courses in three schools of Argentina, grouped in Agricultural Sciences and Biological Sciences. We analyzed students’ attitudes at the beginning and at the end of the course, the differences between pre- and post-course attitudes and the relationship between these changes and students’ performances. The sample consisted of 436 students and their attitudes were measured using the Survey of Attitudes Towards Statistics (SATS-28), considering four components: Affect, Cognitive Competence, Value and Difficulty. Students’ performances were classified as: passed (and exempt from final exam), intermediate (but not exempt from final exam), and failed. Difficulty was not related to students’ performance, as opposed to what was detected with the other components. Cognitive competence was the only component that classified students’ performance in the correct order. Students who failed the course differed from the rest in that they developed more negative feelings towards statistics at the end of the course; in contrast, students with good performance showed an increase in the value given to statistics. Biological Sciences students presented higher average in the four components studied. Abstract: Spanish Los estudiantes de carreras universitarias no estadísticas a menudo perciben a estadística como una imposición, subestimando su utilidad, encontrando dificultades que les causan, entre otros, ansiedad y estrés y muchos desaprueban la materia. Las actitudes de los estudiantes pueden dificultar su aprendizaje y el desarrollo de habilidades útiles asociadas al pensamiento estadístico que deberían aplicarse posteriormente fuera del aula. El objetivo de este estudio fue analizar las actitudes de los estudiantes hacia la estadística en cursos introductorios en tres facultades de Argentina, agrupadas en Ciencias Agrícolas y Ciencias Biológicas. Analizamos sus actitudes al principio y al final del curso, las diferencias entre las actitudes posteriores y previas al curso y la relación entre estos cambios y el rendimiento del alumno. La muestra estaba compuesta por 436 estudiantes y sus actitudes se midieron utilizando la Encuesta de Actitudes Hacia la Estadística (SATS-28), considerando cuatro componentes: Afecto, Competencia Cognitiva, Valor y Dificultad. El rendimiento de los estudiantes se clasificó en promoción, intermedio y reprobación. Dificultad no se relacionó con el rendimiento del estudiante a diferencia con lo detectado con las otras componentes. La Competencia
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