![]() Para todos los demás idiomas, se utiliza el nombre de la función Inglés. El nombre de la función Inglés CONFIDENCE.T() ha sido traducida a 18 idiomas. También se pretende evaluar y desarrollar los conocimientos didáctico-matemáticos de los futuros profesores de Educación Secundaria Obligatoria y Bachillerato, en relación a la enseñanza de la inferencia, con enfoques informales. La tecnología se utilizará para desarrollar el razonamiento inferencial en los estudiantes en estas etapas educativas, y como paso previo a un estudio más formalizado en lo cursos universitarios. ![]() Se analizarán las posibilidades de usar un enfoque informal para introducir ideas básicas de muestreo en la Educación Secundaria Obligatoria y conceptos elementales de intervalos de confianza y contraste de hipótesis en el Bachillerato de Ciencias Sociales. Arguments we give to prove properties or validate solutions to the problems.Įl objetivo de este proyecto es analizar la posibilidad de utilizar aproximaciones informales, que presenten en forma simplificada, pero rigurosa y gradual, las ideas de inferencia estadística cont enidas en la directrices curriculares a lo largo de la Educación Secundaria Obligatoria y Bachillerato. ![]() Actions and procedures to solve problems and operate with the object. Definitions, properties and relationships with other objects. Expressions of language, graphics, manipulations and any other representations of the object. When constructing meaning and comprehension upon a mathematical object (concept, procedure, proposition, etc.) diverse types of objects take part: Problems and situations from which such object arises. A practice is significant for a person or for an institution if it carries out a function in a problem resolution or if it is useful to communicate, validate or extend the solution to other problems. ![]() Godino and Batanero (1994) introduce two types of primary entities: significant practices and object meaning, for which they propose two interdependent dimensions: personal and institutional. Within this theoretical framework, the mathematical objects, in our case confidence intervals, emerge from the problem resolution activity. In seeking a model to use for the teaching of statistical inference, we adhere to Godino's Model of Mathematical Cognition (1999). We could think that this situation is due to an insufficient teaching of the topic although Statistics is a compulsory subject in most degree courses. Numerous research works would indicate that these lacks survive. Yates (1951), for instance, suggested that scientists devoted too much attention to the results of hypothesis tests on contrasts, avoiding the estimation of the magnitude of the effects they were researching. RESEARCH PROBLEM AND THEORETICAL FRAME Since its beginning, numerous mistakes have been described in the application of statistical inference in research, with its subsequent implications for the validity of the results obtained. ![]() It allows us to quantify our confidence in conclusions drawn from random samples, and therefore, to verify our impressions by means of calculations (Batanero, 2001) hence, the importance of an updated teaching. Statistical inference is one of the largest branches of Statistics and a fundamental methodological tool in the empiric sciences, in particular. Within the framework of Godino's theory (1999), by means of students' dialogues in front of the computer, we try to surmise the presence of the diverse elements of meaning – extensive, ostensive, actuating, intensive and validating – which reveal the topic comprehension. This paper is part of a research study, the objective of which is to investigate the meaning of confidence intervals for first year students in the Statistics course in the Universidad Nacional de Rosario. ![]()
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