Educación estadística y probabilística para futuros docentes españoles de infantil y primaria: características, enfoque y metodología

Abstract

The aim of this article is to analyse how training in statistical andprobability education for pre-service teachers of early childhoodand primary education is developed in Spanish public universities.For this pur pose, the previously validated Statistical and Probabilistic Education Questionnaire for Pre-service Teachershas been administered, which considers three dimensions and their respective indicators: Characteristics (content standard and credits); Approach (disciplinary / pedagogical perspective and knowledge); and Methodology (methodological strategies; contexts / resources; complementary material). Based on the responses of 43 t rainers, the following f indings have been identified: 1) of the 240 credits, in the Bachelor's Degree in EarlyChildhood Education, one credit (10h) is dedicated to a balancedtraining in statistical and probabilistic education, while in primary education 2 credits are dedicated to a more diversifiedtraining, which represents between 0.4% and 0.8% of the total training in both degrees; 2) the perspective is mainly pedagogical, addressing both mathematical and didactic knowledge; 3) although various methodologies coexist, the application of pedagogical knowledge (e.g., design of tasks) stands out in both degrees. It is concluded that these findings provide an in-depth overview to plan improvement proposals to ensure a solid training duringinitial teacher training in Spain

Se analiza cómo se desarrolla la formación en educación estadística y probabilística para futuros docentes de educación infantil y primaria en las universidades públicas españolas. Para ello, se ha administrado a 43 formadores el Cuestionario Educación Estadística y Probabilística para Futuros Docentes, previamente validado. Los resultados muestran: 1) en los grados de infantil y primaria, respectivamente, se dedican 1 y 2 créditos de 240 (0.4% y 0.8%); 2) la perspectiva es sobre todo didáctica, atendiendo tanto al conocimiento matemático como al didáctico; 3) aunque coexisten diversas metodologías, destaca, en ambos grados, la aplicación de conocimientos didácticos (diseño de tareas, etc.). Se concluye que estos hallazgos permiten tener un panorama profundo para planificar propuestas de mejora que garanticen una formación sólida durante la formación inicial del profesorado en España