Teacher decision making in teaching statistics and probability

Authors

  • 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

Keywords:

Instructional Practices, Decision making, Probability

Abstract

This study analyses the Instructional Practices (IP) of a Chilean teacher who teaches statistics and probability in the third year of secondary school (between 15 and 17 years old). For this purpose, the case study approach is used, since the particularity of a teacher is analysed under a qualitative methodology with an interpretative approach. The first stage consisted of recording all the classes of the unit, and then selecting 9 video vignettes with a duration of between 0:22 and 1:50 minutes framed within the interaction schemes of the IPs. A semi-structured interview was applied, for its analysis the transcripts were used using the Grounded Theory perspective, developing open, axial and selective coding. The main results show the stages that the teacher goes through to reach a decision and how each of these characteristics is transformed into an IP as an interaction between the teacher, student and content, with some of them also being a link to possible IP. However, in order to relate the interpretation and the decision, the teacher alludes to his or her professional field which is limited to the teacher's experience in establishing families of actions.

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Published

2024-01-22

How to Cite

CARRASCO, Teresa; CHANDIA, Eugenio; VÁSQUEZ, Claudia. Teacher decision making in teaching statistics and probability. Debates em Educação, [S. l.], v. 16, n. 38, p. e15810, 2024. DOI: 10.28998/2175-6600.2024v16n38pe15810. Disponível em: https://seer.ufal.br/index.php/debateseducacao/article/view/15810. Acesso em: 24 nov. 2024.

Issue

Vol. 16 No. 38 (2024)

Section

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

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