Resumen de Idoneidad didáctica de procesos de instrucción programados sobre didáctica de la estadística

Felipe Ruz, Elena Molina Portillo, José Miguel Contreras García

• español

  Este trabajo presenta los resultados de la implementación de la Guía de Valoración de la Idoneidad Didáctica de procesos de Instrucción programados sobre Didáctica de la Estadística (GVID-IDE) en cuatro programas de asignaturas sobre didáctica o enseñanza de la estadística para profesores de matemática chilenos. Siguiendo una metodología cualitativa, y mediante un análisis de contenido, se identificó la presencia o ausencia de cada uno de los indicadores que conforman la GVID-IDE, en el marco de la Teoría de Idoneidad Didáctica. Se concluye que los programas tienen un grado de idoneidad alto para las facetas afectiva, interaccional y mediacional, pero solo alcanzan un grado medio en las facetas epistémica, cognitiva y ecológica.Didactical Suitability of Planned Training Processes on Statistical EducationIn this work, we present the results of the implementation of the Assessment Guide of Didactic Suitability of planned Instructional processes about Educational Statistics (AGDS-IES) in four Chilean training programs of teaching statistics for mathematics teachers. Following a qualitative methodology and through a content analysis, the presence or absence of each of the indicators that compose the AGDS-IES was identified, within the framework of the Didactic Suitability Theory. It is concluded that the programs have a high degree of suitability for the affective, interactional and mediational facets, but only with a medium degree in the epistemic, cognitive and ecological facets.doi: 10.30827/pna.v14i2.8897

• English

  In this work, we present the results of the implementation of the Assessment Guide of Didactic Suitability of planned Instructional processes about Educational Statistics(AGDS-IES)in four Chilean training programs of teaching statistics for mathematics teachers. Following a qualitative methodology and through a content analysis, the presence or absence of each of the indicators that compose the AGDS-IES was identified, within the framework of the Didactic Suitability Theory. It is concluded that the programs have a high degree of suitability for the affective, interactional and mediational facets, but only with a medium degree in the epistemic, cognitive and ecological facets.