Exploring the perceptions of Chilean mathematics pre-service teachers about a statistical significance lesson sequence
DOI:
https://doi.org/10.52041/iase24.609Abstract
Statistical knowledge is culturally significant, making its integration into school curricula crucial. Educators, especially in statistical inference, face challenges. This study explores Chilean preservice mathematics teachers' perceptions of a lesson sequence on statistical significance, focusing on validity (theoretical consistency) and utility (usability for teaching). Employing a Design-Based Research approach, the study involved two focal groups from different Chilean universities, each undergoing a four-session sequence. Participants found the sequence theoretically coherent and effective, progressing from informal to formal inference with robust computational support. Weekly assessments and technological tools were key to its utility. The findings highlight important aspects for educators, providing insights for future improvements and identifying areas needing reinforcement.References
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