Browsing by Author "Ubilla, Francisca M."

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    SANTIAGO – VILLARRICA – BARCELONA: THE STATISTICAL INVESTIGATIVE CYCLE IN PRIMARY EDUCATION TEACHER TRAINING
    (International Association for Statistical Education, 2021) Ubilla, Francisca M.; Vásquez Ortiz, Claudia; Rojas, Francisco; Gorgorio, Núria
    We consider the ability to complete an investigative cycle as an indicator of the robustness of students’ statistical knowledge. From this standpoint, we analyzed the written reports of primary education student teachers when they developed an investigative cycle in a Chilean and a Spanish university. In their development of the stages of the cycle we observed characteristics common to the centers (for example, summary research questions and conclusions that are a simple concatenation of results), and differential features (the data collection tools and techniques, among others). Armed with knowledge of how future teachers approach and understand an investigative cycle, we are able to contribute ideas that influence their training, building bridges between what they learn and what they should teach
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    Using Eurostat data to teach statistics to prospective primary teachers: on how the context of the task may promote their social awareness
    (SPRINGER INTERNATIONAL PUBLISHING AG, 2023) Ubilla, Francisca M.; Gorgorio, Nuria
    The concept of statistical sense provides an understanding of the goals of statistics education and helps to clarify the design of activities that promote the development of statistical literacy, reasoning and thinking. The new approaches to statistics in schools mean special attention must be paid to teacher training. This training should enable them to develop their statistical sense while awakening their social awareness. Drawing on the idea of the cycle of learning from data, we developed an activity based on data extracted from EUROSTAT, with the goal being to find out how the social issues underlying the data might play a role in the development of a socially critical stance among prospective teachers. We also wanted to find out how the complexity of the data presented might interfere with a satisfactory resolution of the cycle of learning from data. In general, we observed that when the data were socially relevant and closely related to their interests, the activity generated opportunities for the development of their social awareness. However, the development of the cycle may have been constrained by the difficulties they encountered when handling data with characteristics typical of civic statistics. We conclude that not all the contexts that accompany the cycle of learning from data promote social awareness in the same way and that the data representations associated with the cycle must be aligned with the prospective teachers' prior statistical knowledge.