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