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• W2187989704 abstract "Statistical education and general Mathematical education has changed in Argentina in the last decade. The same has happened in many other countries in the world because the need for students to have a satisfactory Statistical training is an important preoccupation in today's information society. Any citizen, not only scientists and technologists, needs to understand the information available. Although changes already exist in the secondary school Mathematics curriculum, the results are not visible in the university classroom where the students' knowledge of statistics or probability are almost none. This paper describes the results of a survey about the previous knowledge of Probability and Statistics in university students before a first and formal statistical course is carried out. The experience was made among students in the geographic area in Argentina namely Litoral area. We try to identify the reasons why teachers tend to teach descriptive Statistics only, a few elements of Probability and nothing of data analysis. Starting from this reformation, EGB cycle contents involving data analysis (frequency counting) and graphic interpretation (bar and pie charts, pictograms) are being introduced up to the Polimodal level, where Probability and their Distributions will be taught. Stochastic thought has arrived to all the curricula levels. Considering Table 1, twelve years have passed during which the possibility of incorporating these topics does exist as well as the opportunity of confronting students with the concept of uncertainty, so common for the ordinary citizen that even mass media use it. Thus, the question Does school prepare them to be able to know these concepts? arises This not only happens in Argentina but also in many countries round the world, where education has been challenged in the last years. The need for mathematically literate students who can function in today's technological society has instigated a change in the content of mathematics curriculum (Starkings, 1997). Besides, probability occupies an important place in Science development. Learning Statistics is nowadays unquestionably based on the instrumental contribution that this science carries out. (Gal & Gardfield, 1997). Nobody doubts nowadays that all professional should be qualified to design an investigation, gather data with a previous planning and analyse the results, he/she also finds indispensable to be able to understand the current scientific literature. To be able to carry out all this he/she should have knowledge of Statistics (Leiva et al., 1999). Such learning should be done in earlier and earlier stages. Being probabilities intuitive and important for the analysis of problems and simulation, they present certain difficulties for the teachers when looking for motivating problems for the students and that allow them to elaborate ideas before arriving to the general theory. (Carrera et al., 1998) With the use of the computer as a tool to calculate and to visualize, a great quantity of theoretical and practical problems can quickly be worked out. The problem-solving as methodology as well as teaching through them have advanced in all the Secondary curriculum subjects. Constructivism invades the educational publications. Computers also facilitate" @default.
• W2187989704 created "2016-06-24" @default.
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• W2187989704 date "2002-01-01" @default.
• W2187989704 modified "2023-09-24" @default.
• W2187989704 title "TEACHING STATISTICS IN SECONDARY SCHOOL. AN OVERVIEW: FROM THE CURRICULUM TO REALITY ®" @default.
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