Toma de decisiones del profesorado al enseñar estadística y probabilidad

Autores

  • Teresa Carrasco Servicio Local de Educación Pública Andalién Sur
  • Eugenio Chandia Universidad de Concepción https://orcid.org/0000-0003-2489-1226
  • Claudia Vásquez Pontificia Universidad Católica de Chile

DOI:

https://doi.org/10.28998/2175-6600.2024v16n38pe15810

Palavras-chave:

Prácticas de Instrucción, Toma de decisión, Probabilidad

Resumo

En este estudio se analizan las Prácticas de Instrucción (PI) de un docente chileno que realiza clases de estadística y probabilidad en tercer año medio (entre 15 y 17 años). Para ello, se utiliza el enfoque de estudio de caso, ya que se analiza la particularidad de un docente bajo una metodología cualitativa de enfoque interpretativo. La primera etapa consiste en grabar todas las clases de la unidad, para posteriormente seleccionar 9 video viñetas con una duración de entre 0:22 y 1:50 minutos enmarcados en los esquemas de interacción de las PI. Se aplicó una entrevista semi-estructurada, para su análisis se utilizaron las transcripciones usando la perspectiva de la Teoría Fundamentada, desarrollando codificación abierta, axial y selectiva. Los principales resultados logran evidenciar las etapas por la que el docente pasa para llegar a tomar una decisión y como cada una de esas características se transforma en una PI como interacción entre el profesor, estudiante y contenido, siendo también alguno de ellos enlace para las PI posibles. Sin embargo, para relacionar la interpretación y la decisión, el profesor alude a su campo profesional que se limita a la experiencia del profesor estableciendo familias de acciones.

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Publicado

2024-01-22

Como Citar

CARRASCO, Teresa; CHANDIA, Eugenio; VÁSQUEZ, Claudia. Toma de decisiones del profesorado al enseñar estadística y probabilidad. Debates em Educação, [S. l.], v. 16, n. 38, p. e15810, 2024. DOI: 10.28998/2175-6600.2024v16n38pe15810. Disponível em: https://www.seer.ufal.br/index.php/debateseducacao/article/view/15810. Acesso em: 12 jul. 2024.

Edição

Seção

Dossiê: Formação de professores que ensinam Matemática: contextos e práticas

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