Propuesta de un ciclo formativo para la enseñanza de la estocástica y el desarrollo sostenible en futuros profesores de educación primaria mediante el estudio de clases

Abstract

This study proposes a training cycle for teaching statistics and probability, which is integrated into sustainable development education aimed at future primary education teachers. The training cycle is based on the lesson study, the didactic-mathematical knowledge and competencies model, and statistics teaching through projects, contextualized within gender equity. Through a qualitative approach of participatory action research, interactions are assessed among three trainers and two experts in mathematics education. A total of 33 participants are divided into two groups of future primary education teachers specializing in mathematics at a university in the central region of Chile. The results show improvement of future mathematics teachers in statistical and probabilistic literacy and in sustainability competencies. In conclusion, the designed and validated training cycle to approach statistics and probability from these perspectives facilitates the understanding of statistics, probability, and sustainable development concepts.