Transnumeration and statistical argumentation in pre-service and in-service primary education teachers
DOI:
https://doi.org/10.15359/ru.39-1.20Keywords:
Transnumeration, statistical argumentation, pre-service teachers, in-service teachers, statistical graphsAbstract
[Objective] This study evaluates the processes of construction and argumentation of tables and graphs submitted by pre-service and in-service teachers. [Methodology] For this purpose, a mixed approach was used, predominantly focused on a quantitative inferential analysis. Information was obtained using an instrument with open questions related to the construction and justification of graphic representations associated with qualitative and quantitative discrete variables. The instrument was administered to a non-probabilistic sample of 102 subjects, of which 71 corresponded to pre-service primary education teachers and 31 to in-service primary education teachers in south-central Chile. [Results] In general, both groups correctly summarize the distribution according to the nature of the data; however, they make mistakes in their construction, such as labeling the axes according to the context of the problem. In addition, the arguments about the choice of graphical representation deviate from the theory. [Conclusions] Pre-service and in-service primary school teachers have not developed skills such as argumentation and transnumeration, which are characteristic of the statistical literacy and reasoning that would help them perform adequately in the school system.
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