Diseño de un proyecto STEM para el desarrollo de algunos elementos fundamentales del razonamiento estadístico en estudiantes de décimo grado
| dc.contributor.advisor | Gomez Torres, Emilse | spa |
| dc.contributor.author | Jiménez Achury, Wilson Enrique | spa |
| dc.date.accessioned | 2021-01-27T18:00:52Z | spa |
| dc.date.available | 2021-01-27T18:00:52Z | spa |
| dc.date.issued | 2020-07-15 | spa |
| dc.description.abstract | This paper presents the proposal for the design of a STEM project for the development of some fundamental elements of statistical reasoning in tenth grade students. The planning and design of the project entitled "Visualizing the quality of the air we breathe" is the result of teamwork of mathematics, science and technology teachers in order to develop in an articulated way the learning objectives defined in the curriculum through the Project Based Learning (PBL) methodology and STEM education. The STEM project is made up of five blocks of interdisciplinary activities, of which there are 32 questions that are divided into 7 specific tasks that are part of the statistical component. The analysis of the questions consists of associating each one with a statistical instruction objective (literacy, reasoning or thinking) and its respective learning goal or indicator. The analysis was based on categories proposed by various authors dedicated to research in didactics of statistics. Additionally, characteristics of the knowledge of the mathematics teacher necessary for the teaching of statistics are described through research projects. Among the conclusions, it stands out that the proposal develops elements of statistical reasoning and others of statistical thinking. | spa |
| dc.description.abstract | Este trabajo presenta la propuesta del diseño de un proyecto STEM para el desarrollo de algunos elementos fundamentales del razonamiento estadístico en estudiantes de grado décimo. La planeación y el diseño del proyecto titulado “Visualizando la calidad del aire que respiramos” es el resultado del trabajo en equipo de profesores de matemáticas, ciencias y tecnología con el fin de desarrollar de manera articulada los objetivos de aprendizaje definidos en el plan de estudios mediante la metodología del Aprendizaje Basado en Proyectos (PBL) y la educación STEM. El proyecto STEM está compuesto de cinco bloques de actividades interdisciplinares, de las cuales hay 32 preguntas que están distribuidas en 7 tareas específicas que hacen parte del componente estadístico. El análisis de las preguntas consiste en asociar a cada una un objetivo de instrucción estadística (alfabetización, razonamiento o pensamiento) y su respectiva meta de aprendizaje o indicador. El análisis se fundamentó mediante categorías propuestas por diversos autores dedicados a la investigación en didáctica de la estadística. Adicionalmente, se describen características del conocimiento del profesor de matemáticas necesarios para la enseñanza de la estadística mediante proyectos de investigación. Entre las conclusiones se destaca que la propuesta desarrolla elementos del razonamiento estadístico y otros del pensamiento estadístico. | spa |
| dc.description.additional | Línea de Investigación: Enseñanza de las Ciencias - Estadística | spa |
| dc.description.degreelevel | Maestría | spa |
| dc.format.extent | 137 | spa |
| dc.format.mimetype | application/pdf | spa |
| dc.identifier.citation | Jiménez, W. (2020). Diseño de un proyecto STEM para el desarrollo de algunos elementos fundamentales del razonamiento estadístico en estudiantes de décimo grado(tesis de MaestrÍa). Universidad Nacional sede Bogotá, Colombia. | spa |
| dc.identifier.uri | https://repositorio.unal.edu.co/handle/unal/78938 | |
| dc.language.iso | spa | spa |
| dc.publisher.branch | Universidad Nacional de Colombia - Sede Bogotá | spa |
| dc.publisher.program | Bogotá - Ciencias - Maestría en Enseñanza de las Ciencias Exactas y Naturales | spa |
| dc.relation.references | Ball, D., Thames, M. H., & Phelps, G. (2008). Content Knowledge for Teaching: What Makes It Special? Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554 | spa |
| dc.relation.references | Batanero, C., Burrill, G., & Reading, C. (2011). Challenges for teaching statistics in school mathematics, and preparing mathematics teachers. En Teaching statistics in school mathematics:challenges for teaching and teacher education (pp. 407-418). Springer. | spa |
| dc.relation.references | Batanero, C., Diaz, C., Contreras, J., & Roa, R. (2013). El Sentido estadístico y su desarrollo. Números, Revista de Didáctica de las matemáticas, 83, 7-18. | spa |
| dc.relation.references | Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39-43. https://doi.org/10.1080/00098650903505415 | spa |
| dc.relation.references | Berlin, D. F., & Lee, H. (2005). Integrating Science and Mathematics Education: Historical Analysis. School Science and Mathematics, 105(1), 15-24. https://doi.org/10.1111/j.1949- 8594.2005.tb18032.x | spa |
| dc.relation.references | Bonnstetter, R. J. (1998). Inquiry: Learning from the Past with an Eye on the Future. | spa |
| dc.relation.references | Bransford, J., National Research Council (U.S.), & National Research Council (U.S.) (Eds.). (2000). How people learn: Brain, mind, experience, and school (Expanded ed). National Academy Press. | spa |
| dc.relation.references | Burgess, T. (2007). Investigating the nature of teacher knowledge need and used in teaching statistics [Tesis de Doctorado, Massey University]. https://iase- web.org/documents/dissertations/07.Burgess.Dissertation.pdf | spa |
| dc.relation.references | Capraro, M., & Jones, M. (2013). Interdisciplinary STEM project Based Learning. En STEM project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach (Second, pp. 52-58). Sense Publishers. | spa |
| dc.relation.references | Capraro, R. M. (Ed.). (2013). STEM project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach (2. ed). Sense Publ. | spa |
| dc.relation.references | Capraro, R., & Slough, S. (2013). Why PBL? Why STEM? Why Now? An Introduction to STEM Project-Based Learning: An Integrated Science, Technology, Engineering, and Mathematics Approach. En STEM Project-Based Learning An Integrated Science, Technology, Engineering, and Mathematics (STEM) Approach (pp. 1-5). Sense Publishers. | spa |
| dc.relation.references | Chance, B. L. (2002). Components of Statistical Thinking and Implications for Instruction and Assessment. Journal of Statistics Education, 10(3), 3. https://doi.org/10.1080/10691898.2002.11910677 | spa |
| dc.relation.references | delMas, R. (2002). Statistical Literacy, Reasoning, and Learning: A Commentary. Journal of Statistics Education, 10(3), 5. https://doi.org/10.1080/10691898.2002.11910679 | spa |
| dc.relation.references | delMas, R. (2004). A comparison of mathematical and statistical reasonin. En The Challenge of Developing Statistical Literacy, Reasoning, and Thinking (D. Ben-Zvi and J. Garfield, pp. 77-95). Dordrecht, The Netherlands: Kluwer Academic Publishers. | spa |
| dc.relation.references | Di Stefano, G., Gino, F., Pisano, G. P., & Staats, B. R. (2014). Learning by Thinking: How Reflection Aids Performance. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.2414478 | spa |
| dc.relation.references | Estrella, S. (2017). Enseñar estadística para alfabetizar estadísticamente y desarrollar el razonamiento estadístico. (pp. 173-194). | spa |
| dc.relation.references | Fitzallen, N., Watson, J., Wright, S., & Bruce Duncan. (2018). Data representation in a STEM context: The performance of catapults Em MA sorto. | spa |
| dc.relation.references | Garfield, J. (2002). The Challenge of Developing Statistical Reasoning. Journal of Statistics Education, 10(3), 2. https://doi.org/10.1080/10691898.2002.11910676 | spa |
| dc.relation.references | Garfield, J. (2003). Assessing Statistical Reasoning. 2(1), 22-36. | spa |
| dc.relation.references | Garfield, J., & Ben-Zvi, D. (2004). Research on Statistical Literacy, Reasoning, and Thinking: Issues, Challenges, and Implications. En D. Ben-Zvi & J. Garfield (Eds.), The Challenge of Developing Statistical Literacy, Reasoning and Thinking (pp. 397-409). Springer Netherlands. https://doi.org/10.1007/1-4020-2278-6_17 | spa |
| dc.relation.references | Garfield, J., & Ben-Zvi, D. (2008). Developing Students Statistical Reasoning. Springer. | spa |
| dc.relation.references | Garfield, J., & Chance, B. (2000). Assessment in Statistics Education: Issues and Challenges. Mathematical Thinking and Learning, 2(1-2), 99-125. https://doi.org/10.1207/S15327833MTL0202_5 | spa |
| dc.relation.references | Garfield, J., & delMas, R. (2010). A Web Site That Provides Resources for Assessing Students’ Statistical Literacy, Reasoning and Thinking. Teaching Statistics, 32(1), 2-7. https://doi.org/10.1111/j.1467-9639.2009.00373.x | spa |
| dc.relation.references | Garfield, J., & Gal, I. (1999). Teaching and assessing statistical reasoning. Developing Mathematical Reasoning in Grades K-12. | spa |
| dc.relation.references | Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2014). Metodología de la investigación. McGraw-Hill Education. | spa |
| dc.relation.references | Larmer, J., Mergendoller, J. R., & Boss, S. (2015). Setting the standard for project based learning: A proven approach to rigorous classroom instruction. ASCD. | spa |
| dc.relation.references | Lévano, S., & Cecília, A. (2007). Investigación cualitativa: Diseños, evaluación del rigor metodológico y retos. | spa |
| dc.relation.references | Lovett, M. (2001). A Collaborative Convergence on Studying Reasoning Processes: A Case Study in Statistics. in D. Klahr & S. Carver. https://learnlab.org/research/wiki/images/5/52/Lovett01CandI.pdf | spa |
| dc.relation.references | MacGillivray, H., & Pereira-Mendoza, L. (2011). Teaching Statistical Thinking Through Investigative Projects. En Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education (Vol. 14, pp. 109-120). Springer, Dodrecht. https://doi.org/10.1007/978-94-007-1131-0_14 | spa |
| dc.relation.references | Moore, D. (1997). New pedagogy and new content: The case of statistics (with discussion). International Statistical Review, 2(65), 123-137. | spa |
| dc.relation.references | Ponce de León, M. (2018). Escenario de aprendizaje para promover el pensamiento estadístico en estudiantes de grado noveno en el marco del programa de convivencia estudiantil Hermes. http://repository.pedagogica.edu.co/bitstream/handle/20.500.12209/11113/TO- 23146.pdf?sequence=1&isAllowed=y | spa |
| dc.relation.references | Roehrig, G. H., Moore, T. J., Wang, H.-H., & Park, M. S. (2012). Is Adding the E Enough? Investigating the Impact of K-12 Engineering Standards on the Implementation of STEM Integration: Is Adding the E Enough? School Science and Mathematics, 112(1), 31-44. https://doi.org/10.1111/j.1949-8594.2011.00112.x | spa |
| dc.relation.references | Rumsey, D. J. (2002). Statistical Literacy as a Goal for Introductory Statistics Courses. Journal of Statistics Education, 10(3), 4. https://doi.org/10.1080/10691898.2002.11910678 | spa |
| dc.relation.references | Slough, S., & Milam, J. (2013). Theorical framework for the design of STEM project based learning. En STEM Project-Based Learning. An Integrated Science, Technology, Engineering, and Mathematics (STEM) Approach (Second, pp. 15-27). Sense Publishers. | spa |
| dc.relation.references | Smith, G. (1998). Learning Statistics by Doing Statistics. Journal of Statistics Education, 6(3), 5. https://doi.org/10.1080/10691898.1998.11910623 | spa |
| dc.relation.references | Tapiero, B., & Polanco, H. (2014). Desarrollo del razonamiento estadístico a través del trabajo por proyectos. Andrade, Luisa; Paginas 281-287. http://funes.uniandes.edu.co/6570/ | spa |
| dc.relation.references | Wild, C. J., & Pfannkuch, M. (1999). Statistical Thinking in Empirical Enquiry. International Statistical Review, 67(3), 223-248. https://doi.org/10.1111/j.1751-5823.1999.tb00442.x | spa |
| dc.relation.references | Zapata, L. (2011). ¿Cómo contribuir a la alfabetización estadística? Revista Virtual Universidad Católica del Norte, 33. http://www.redalyc.org/articulo.oa?id=194218961013 | spa |
| dc.relation.references | Ziegler, L. (2014). RECONCEPTUALIZING STATISTICAL LITERACY: DEVELOPING AN ASSESSMENT FOR THE MODERN INTRODUCTORY STATISTICS COURSE. https://conservancy.umn.edu/bitstream/handle/11299/165153/Ziegler_umn_0130E_15130. pdf?sequence=1&isAllowed=y | spa |
| dc.rights | Derechos reservados - Universidad Nacional de Colombia | spa |
| dc.rights.accessrights | info:eu-repo/semantics/openAccess | spa |
| dc.rights.license | Atribución-NoComercial-SinDerivadas 4.0 Internacional | spa |
| dc.rights.spa | Acceso abierto | spa |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | spa |
| dc.subject.ddc | 370 - Educación | spa |
| dc.subject.proposal | Research projects | eng |
| dc.subject.proposal | Educación estadística | spa |
| dc.subject.proposal | Statistical thinking and reasoning | eng |
| dc.subject.proposal | Razonamiento y pensamiento estadístico | spa |
| dc.subject.proposal | Math teacher knowledge | eng |
| dc.subject.proposal | Conocimiento del profesor de matemáticas | spa |
| dc.subject.proposal | STEM | spa |
| dc.subject.proposal | STEM | eng |
| dc.subject.proposal | Aprendizaje Basado en Proyectos (ABP) | spa |
| dc.subject.proposal | PBL | eng |
| dc.title | Diseño de un proyecto STEM para el desarrollo de algunos elementos fundamentales del razonamiento estadístico en estudiantes de décimo grado | spa |
| dc.type | Trabajo de grado - Maestría | spa |
| dc.type.coar | http://purl.org/coar/resource_type/c_bdcc | spa |
| dc.type.coarversion | http://purl.org/coar/version/c_ab4af688f83e57aa | spa |
| dc.type.content | Text | spa |
| dc.type.driver | info:eu-repo/semantics/masterThesis | spa |
| dc.type.version | info:eu-repo/semantics/acceptedVersion | spa |
| oaire.accessrights | http://purl.org/coar/access_right/c_abf2 | spa |