Del análisis de datos a la inferencia: Reflexiones sobre la formación del razonamiento estadístico (página 2)

Dada la dificultad de integrar los conceptos involucrados en la inferencia estadística, tiene sentido sugerir que estas ideas deben ser desarrollados progresivamente en la mente de los alumnos, siguiendo los pasos sugeridos en este trabajo. Las nuevas directrices curriculares donde la educación estadística se introduce desde la escuela primaria proporcionan una oportunidad y un desafío para ayudar a los estudiantes a desarrollar su conocimiento y razonamiento estadístico. Debemos también reflexionar sobre la dosis exacta de formalización que se requieren para enseñar los conceptos estadísticos. En este sentido, la estadística puede ser paradigmática respecto a encontrar nuevas maneras de enseñar conceptos matemáticos avanzados a gran número de estudiantes e incluso para repensar el significado del pensamiento matemático avanzado (Artigue, Batanero, & Kent, 2007).

Agradecimientos: Se agradece el apoyo económico al proyecto EDU2010-14947 (MCIN) y grupo FQM126 (Junta de Andalucía).

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Autor:

Carmen Batanero Bernabeu

Facultad de Educacion, Universidad de Granada

España