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.
Highlights
In the past few decades, we have observed a growing interest in the training of citizens in the ability to interpret and critically evaluate the results of statistical studies.statistics are incorporated into school curricula since primary education
The incorporation of statistical inference in years before university education presents a challenge for secondary school teachers, who must face the challenge of teaching topics such as hypothesis testing or confidence intervals
The present study focuses on the development of a training experience aimed at promoting the inferential reasoning of practicing and prospective teachers by using problems with the Chi-square statistic
Summary
In the past few decades, we have observed a growing interest in the training of citizens in the ability to interpret and critically evaluate the results of statistical studies. This could imply that they cannot identify the type of data or choose the statistic, the distribution, or test needed to solve a real problem [19] In this sense, this article aims to assess the extent to which the institutional meanings implemented or intended represent the reference meaning and the degree of availability and adequacy of the material and temporal resources necessary for the development of the teacher training experience aimed at promoting inferential reasoning in practicing and prospective mathematics teachers, using inference problems with the Chi-square statistic
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