Characterisation of probability learning in a rural environment with the realistic mathematics education
Background: As statistics has pragmatic effects in other sectors, this work argues for proposing teaching-learning strategies based on real situations. Objectives: Characterise probability learning in a rural environment with realistic mathematics education. Design: Of a qualitative nature with an a...
- Autores:
-
Mendez Parra , Carolina
Conde Carmona, Robinson Junior
Padilla-Escorcía, Iván Andrés
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2022
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/10803
- Acceso en línea:
- https://hdl.handle.net/11323/10803
https://repositorio.cuc.edu.co/
- Palabra clave:
- Context
Statistical education
Realistic mathematics
Random thinking
- Rights
- openAccess
- License
- Atribución 4.0 Internacional (CC BY 4.0)
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Characterisation of probability learning in a rural environment with the realistic mathematics education |
| dc.title.translated.none.fl_str_mv |
Caracterización del aprendizaje de la probabilidad en un entorno rural con la educación matemática realista Caracterização da probabilidade de aprendizagem em um ambiente rural com educação matemática realística |
| title |
Characterisation of probability learning in a rural environment with the realistic mathematics education |
| spellingShingle |
Characterisation of probability learning in a rural environment with the realistic mathematics education Context Statistical education Realistic mathematics Random thinking |
| title_short |
Characterisation of probability learning in a rural environment with the realistic mathematics education |
| title_full |
Characterisation of probability learning in a rural environment with the realistic mathematics education |
| title_fullStr |
Characterisation of probability learning in a rural environment with the realistic mathematics education |
| title_full_unstemmed |
Characterisation of probability learning in a rural environment with the realistic mathematics education |
| title_sort |
Characterisation of probability learning in a rural environment with the realistic mathematics education |
| dc.creator.fl_str_mv |
Mendez Parra , Carolina Conde Carmona, Robinson Junior Padilla-Escorcía, Iván Andrés |
| dc.contributor.author.none.fl_str_mv |
Mendez Parra , Carolina Conde Carmona, Robinson Junior Padilla-Escorcía, Iván Andrés |
| dc.subject.proposal.eng.fl_str_mv |
Context Statistical education Realistic mathematics Random thinking |
| topic |
Context Statistical education Realistic mathematics Random thinking |
| description |
Background: As statistics has pragmatic effects in other sectors, this work argues for proposing teaching-learning strategies based on real situations. Objectives: Characterise probability learning in a rural environment with realistic mathematics education. Design: Of a qualitative nature with an action-participatory research design, through five methodological phases. Setting and participants: Students from rural areas of the department of Córdoba-Colombia, the mathematics education teacher of that department, and the research group. Data collection and analysis: The qualitative data were grouped into categories of realistic mathematics education. Results: The research revealed that the students present interpretive, theoretical, and algorithmic difficulties. It also highlighted that realistic mathematics education reflects human activity in the statistical learning process. Conclusions: The contextualised problems allow students to reach meaningful knowledge. Besides, the teacher cooperates in formalising learning due to its structuring, systematisation, and regularisation under the realistic mathematics education criteria. |
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2022 |
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2022 |
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2024-03-01T15:55:17Z |
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Characterisation of Probability Learning in a Rural Environment with the Realistic Mathematics Education | Méndez-Parra | Acta Scientiae. (n.d.). Retrieved February 29, 2024, from http://www.periodicos.ulbra.br/index.php/acta/article/view/6709 |
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2178-7727 |
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https://hdl.handle.net/11323/10803 |
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1517-4492 |
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10.17648/acta.scientiae.6709 |
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Corporación Universidad de la Costa |
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REDICUC – Repositorio CUC |
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https://repositorio.cuc.edu.co/ |
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Characterisation of Probability Learning in a Rural Environment with the Realistic Mathematics Education | Méndez-Parra | Acta Scientiae. (n.d.). Retrieved February 29, 2024, from http://www.periodicos.ulbra.br/index.php/acta/article/view/6709 2178-7727 1517-4492 10.17648/acta.scientiae.6709 Corporación Universidad de la Costa REDICUC – Repositorio CUC |
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eng |
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Acta Scientiae |
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Alsina, À. (2011). Aprendre a usar les matemàtiques: els processos matemàtics, propostes didàctiques per a l'educació infantil. Eumo. Alsina, Á. & Salgado, M. (2019). Prácticas de medida en Educación Infantil desde la perspectiva de la Educación Matemática Realista. Edma 0-6: Educación Matemática en la Infancia, 7(2), 24-37. Andrade Diaz, I. M. (2019). Estrategia pedagógica para promover el desarrollo de habilidades en el pensamiento probabilístico en los estudiantes del grado cuarto de la sede los llanos de la institución educativa rural jordán güisía. [Trabajo de Fin de Grado, Universidad del Cauca] http://repositorio.unicauca.edu.co:8080/xmlui/handle/123456789/111 5 Andrade Diaz, I. M. (2019). Estrategia pedagógica para promover el desarrollo de habilidades en el pensamiento probabilístico en los estudiantes del grado cuarto de la sede los llanos de la institución educativa rural jordán güisía. Bressan, A.; Gallego, F.; Pérez, S., & Zolkower, B. (2016). Educación Matemática Realista, Bases Teóricas. Publicación del GPDM. Castiglione, D. (2015). Conexiones Matemáticas Múltiples a partir de tres problemas en contexto realista. Publicación del GPDM. Conde-Carmona, R. & Padilla-Escorcia, I. (2021). Aprender matemáticas en tiempos del COVID-19: Un estudio de caso con estudiantes universitarias. Educación y Humanismo, 23(40), 1-19. https://doi.org/10.17081/eduhum.23.40.4380 Cruz-Ramírez, M. (2019). Un estudio sobre la distancia psicológica entre métodos de investigación educacional. El caso del método Delphi. Luz, 18(3), 29-42. https://bit.ly/2SXOoD5 Díaz-Levicoy, D., Ferrada, C., Salgado-Orellana, N., & Vásquez, C. (2019). Análisis de las actividades evaluativas sobre estadística y probabilidad en libros de texto chilenos de Educación Primaria. Premisa, 21(80), 5-21. Estrada, A. & Batanero, C. (2019). Prospective primary school teachers’ attitudes towards probability and its teaching. International Electronic Journal of Mathematics Education, 15(1), em0559. https://doi.org/10.29333/iejme/5941 Fredriksen, H. (2021). Exploring realistic mathematics education in a flipped classroom context at the tertiary level. International Journal of Science and Mathematics Education, 19(2), 377-396. Freudenthal, H. (1977). Desembramiento y siembra: Prefacio a una ciencia de la educación matemática. Springer. Freudenthal, H. (1977). Weeding and sowing: Preface to a science of mathematical education. Springer. https://bit.ly/3j1dZ93 Gal, I. (2005). Towards" probability literacy" for all citizens: Building blocks and instructional dilemmas. In: Exploring probability in school. (pp. 39-63). Springer. Gallego, M. & Pérez, S. (2013). Aportes «Realistas» a la Educación Matemática. Desde la Patagonia, Difundiendo Saberes, 10(16), 12- 19. Gravemeijer, K. & Doorman, M. (1999). Context problems in realistic mathematics education: A calculus course as an example. Educational Studies in Mathematics, 39(1), 111–129. Isaza Cardona, C. A. (2020). Los contextos inmediato, situacional y sociocultural en el aprendizaje de la probabilidad. [Trabajo de Fin de Grado, Universidad de Antioquia]. http://hdl.handle.net/10495/13728 Isaza Cardona, C. A. (2020). Los contextos inmediato, situacional y sociocultural en el aprendizaje de la probabilidad. Julie, H. (2018). Developing LTBI for addition and multiplication rules in probability theory with realistic mathematics education. Journal of Physics: Conference Series, 1088(1), 012044. https://doi.org/10.1088/1742-6596/1088/1/012044 Julie, H. (2018, September). Developing LTBI for addition and multiplication rules in probability theory with realistic mathematics education. Journal of Physics: Conference Series, 1088(1), 012044. Márquez-Mosquera, A. & Olea-Isaza, C. (2020). Las Actividades Orientadoras de Enseñanza como estrategia para enseñar la probabilidad en primaria: reflexiones de los maestros. Revista Trilogía, 12(22), 151-171. https://doi.org/10.22430/21457778.1094 Méndez-Parra, C., Conde-Carmona, R., & Tovar-Ortega, T. (2021). Uso de la matemática realista y su relación en el aprendizaje de la probabilidad, en un contexto rural. Eco Matemático, 12(1). https://doi.org/10.22463/17948231.3067 Morales Giraldo, S. M. (2018). Enseñanza de la probabilidad simple y probabilidad condicional a través de situaciones problema [Trabajo de Fin de Grado, Universidad Nacional de Colombia-Sede Medellín]. https://repositorio.unal.edu.co/handle/unal/64190 Nuraida, I., Kusumah, Y. S., & Kartasasmita, B. G. (2019, November). Realistic mathematics education with local instruction theory for enhancement of students’ procedural fluency. Journal of Physics: Conference Series, 1280(4), 042003. Palinussa, A., Molle, J., & Gasperz, M. (2017, November). Development Mathematics Education of Rural Context. In: Proceeding of the International Seminar on Education. (Vol. 1). Rasmussen, C. & Blumenfeld, H. (2007). Reinventing solutions to systems of linear differential equations: A case of emergent models involving analytic expressions. The Journal of Mathematical Behavior, 26(3), 195–210. Revina, S. & Leung, F. (2019). How the same flowers grow in different Soils? The implementation of realistic mathematics education in Utrecht and Jakarta classrooms. International Journal of Science and Mathematics Education, 17(3), 565-589. https://doi.org/10.1007/s10763-018-9883- 1 Sampieri, R. H. (2018). Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta. McGraw Hill. https://bit.ly/3j5LLd2 Sepriyanti, N. & Putri, E. M. (2018). Mathematics Learning Devices Development based on Realistic Mathematics Education on Probability. Al-Ta'lim Journal, 25(1), 87-96. Sugilar, H., Rachmawati, T., & Nuraida, I. (2019). Integrasi interkoneksi matematika agama dan budaya. Jurnal Analisa, 5(2), 189-198. https://doi.org/10.15575/ja.v5i2.6717 Tachie, S. & Molepo, J. (2019). Exploring Teachers’ Meta-Cognitive Skills in Mathematics Classes in Selected Rural Primary Schools in Eastern Cape, South Africa. Africa Education Review, 16(2), 143-161. https://doi.org/10.1080/18146627.2017.1384700 Van den Heuvel-Panhuizen, M. & Wijers, M. (2005). Mathematics standards and curricula in the Netherlands. ZDM, 37(4), 287-307. Vásquez C. & Alsina, Á. (2017). Aproximación al conocimiento común del contenido para enseñar probabilidad desde el modelo del conocimiento didáctico-matemático. Educación matemática, 29(3), 79-108. https://doi.org/10.24844/em2903.03 Wijdeveld, E. (1980). Zich realiseren, in IOWO, de achterkant van de Mobius. (p. 23-26). IOWO. |
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Atribución 4.0 Internacional (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Mendez Parra , Carolinaf2e2128d370a60118c2180185377df0d600Conde Carmona, Robinson Junior42d5cd47b8a68337520d9832bb3abf68600Padilla-Escorcía, Iván Andrésc28d722b2a3d52711e0a8f61786879862024-03-01T15:55:17Z2024-03-01T15:55:17Z2022Characterisation of Probability Learning in a Rural Environment with the Realistic Mathematics Education | Méndez-Parra | Acta Scientiae. (n.d.). Retrieved February 29, 2024, from http://www.periodicos.ulbra.br/index.php/acta/article/view/67092178-7727https://hdl.handle.net/11323/108031517-449210.17648/acta.scientiae.6709Corporación Universidad de la CostaREDICUC – Repositorio CUChttps://repositorio.cuc.edu.co/Background: As statistics has pragmatic effects in other sectors, this work argues for proposing teaching-learning strategies based on real situations. Objectives: Characterise probability learning in a rural environment with realistic mathematics education. Design: Of a qualitative nature with an action-participatory research design, through five methodological phases. Setting and participants: Students from rural areas of the department of Córdoba-Colombia, the mathematics education teacher of that department, and the research group. Data collection and analysis: The qualitative data were grouped into categories of realistic mathematics education. Results: The research revealed that the students present interpretive, theoretical, and algorithmic difficulties. It also highlighted that realistic mathematics education reflects human activity in the statistical learning process. Conclusions: The contextualised problems allow students to reach meaningful knowledge. Besides, the teacher cooperates in formalising learning due to its structuring, systematisation, and regularisation under the realistic mathematics education criteria.Antecedentes: La Estadística presenta efectos pragmáticos en otros sectores, por lo tanto, se hace necesario proponer estrategias de enseñanza-aprendizaje basadas en situaciones reales. Esta investigación estima la Educación Matemática Realista como estrategia de construcción del conocimiento probabilístico, a través de situaciones contextualizadas. Objetivos: Caracterizar el aprendizaje de la probabilidad en un entorno rural con la Educación Matemática Realista. Diseño: De carácter cualitativo con un diseño de investigación acción-participativa, a través de cinco fases metodológicas. Contexto y participantes: Estudiantes rurales del departamento de Córdoba-Colombia, la docente de educación matemática del respectivo departamento y el grupo investigador. Recopilación y análisis de datos: Los datos cualitativos se agruparon en categorías de la Educación Matemática Realista. Resultados: Se encontró que los estudiantes presentan dificultades interpretativas, teóricas y algorítmicas. También, se destaca que la Educación Matemática realista refleja la actividad humana en el proceso de aprendizaje estadístico. Conclusiones: Se concluyó que, los problemas contextualizados permiten alcanzar un conocimiento con sentido y, el docente coopera en la formalización de dicho aprendizaje, debido a la estructuración, sistematización y regularización bajo los criterios de la Educación Matemática Realista.Antecedentes: A estatística tem efeitos pragmáticos em outros setores, portanto, é necessário propor estratégias de ensino-aprendizagem baseadas em situações reais. Esta pesquisa estima a Educação Matemática Realista como estratégia para a construção do conhecimento probabilístico, por meio de situações contextualizadas. Objetivos: Caracterizar a aprendizagem de probabilidade em meio rural com Educação Matemática Realista. Desenho: De natureza qualitativa com desenho de pesquisa-ação-participativo, por meio de cinco fases metodológicas. Contexto e participantes: Estudantes rurais do departamento de Córdoba-Colômbia, o professor de educação matemática do respectivo departamento e o grupo de pesquisa. Coleta e análise de dados: Os dados qualitativos foram agrupados em categorias de Educação Matemática Realista. Resultados: Constatou-se que os alunos apresentam dificuldades interpretativas, teóricas e algorítmicas. Além disso, destaca-se que a Educação Matemática realista reflete a atividade humana no processo de aprendizagem estatística. Conclusões: Concluiu-se que os problemas contextualizados permitem alcançar um conhecimento significativo e o professor colabora na formalização dessa aprendizagem, devido à estruturação, sistematização e regularização sob os critérios da Educação Matemática Realista.23 páginasapplication/pdfengLutheran University of BrazilBrazilhttp://www.periodicos.ulbra.br/index.php/acta/article/view/6709Characterisation of probability learning in a rural environment with the realistic mathematics educationCaracterización del aprendizaje de la probabilidad en un entorno rural con la educación matemática realistaCaracterização da probabilidade de aprendizagem em um ambiente rural com educação matemática realísticaArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Acta ScientiaeAlsina, À. (2011). Aprendre a usar les matemàtiques: els processos matemàtics, propostes didàctiques per a l'educació infantil. Eumo.Alsina, Á. & Salgado, M. (2019). Prácticas de medida en Educación Infantil desde la perspectiva de la Educación Matemática Realista. Edma 0-6: Educación Matemática en la Infancia, 7(2), 24-37.Andrade Diaz, I. M. (2019). Estrategia pedagógica para promover el desarrollo de habilidades en el pensamiento probabilístico en los estudiantes del grado cuarto de la sede los llanos de la institución educativa rural jordán güisía. [Trabajo de Fin de Grado, Universidad del Cauca] http://repositorio.unicauca.edu.co:8080/xmlui/handle/123456789/111 5Andrade Diaz, I. M. (2019). Estrategia pedagógica para promover el desarrollo de habilidades en el pensamiento probabilístico en los estudiantes del grado cuarto de la sede los llanos de la institución educativa rural jordán güisía.Bressan, A.; Gallego, F.; Pérez, S., & Zolkower, B. (2016). Educación Matemática Realista, Bases Teóricas. Publicación del GPDM.Castiglione, D. (2015). Conexiones Matemáticas Múltiples a partir de tres problemas en contexto realista. Publicación del GPDM.Conde-Carmona, R. & Padilla-Escorcia, I. (2021). Aprender matemáticas en tiempos del COVID-19: Un estudio de caso con estudiantes universitarias. Educación y Humanismo, 23(40), 1-19. https://doi.org/10.17081/eduhum.23.40.4380Cruz-Ramírez, M. (2019). Un estudio sobre la distancia psicológica entre métodos de investigación educacional. El caso del método Delphi. Luz, 18(3), 29-42. https://bit.ly/2SXOoD5Díaz-Levicoy, D., Ferrada, C., Salgado-Orellana, N., & Vásquez, C. (2019). Análisis de las actividades evaluativas sobre estadística y probabilidad en libros de texto chilenos de Educación Primaria. Premisa, 21(80), 5-21.Estrada, A. & Batanero, C. (2019). Prospective primary school teachers’ attitudes towards probability and its teaching. International Electronic Journal of Mathematics Education, 15(1), em0559. https://doi.org/10.29333/iejme/5941Fredriksen, H. (2021). Exploring realistic mathematics education in a flipped classroom context at the tertiary level. International Journal of Science and Mathematics Education, 19(2), 377-396.Freudenthal, H. (1977). Desembramiento y siembra: Prefacio a una ciencia de la educación matemática. Springer.Freudenthal, H. (1977). Weeding and sowing: Preface to a science of mathematical education. Springer. https://bit.ly/3j1dZ93Gal, I. (2005). Towards" probability literacy" for all citizens: Building blocks and instructional dilemmas. In: Exploring probability in school. (pp. 39-63). Springer.Gallego, M. & Pérez, S. (2013). Aportes «Realistas» a la Educación Matemática. Desde la Patagonia, Difundiendo Saberes, 10(16), 12- 19.Gravemeijer, K. & Doorman, M. (1999). Context problems in realistic mathematics education: A calculus course as an example. Educational Studies in Mathematics, 39(1), 111–129.Isaza Cardona, C. A. (2020). Los contextos inmediato, situacional y sociocultural en el aprendizaje de la probabilidad. [Trabajo de Fin de Grado, Universidad de Antioquia]. http://hdl.handle.net/10495/13728Isaza Cardona, C. A. (2020). Los contextos inmediato, situacional y sociocultural en el aprendizaje de la probabilidad.Julie, H. (2018). Developing LTBI for addition and multiplication rules in probability theory with realistic mathematics education. Journal of Physics: Conference Series, 1088(1), 012044. https://doi.org/10.1088/1742-6596/1088/1/012044Julie, H. (2018, September). Developing LTBI for addition and multiplication rules in probability theory with realistic mathematics education. Journal of Physics: Conference Series, 1088(1), 012044.Márquez-Mosquera, A. & Olea-Isaza, C. (2020). Las Actividades Orientadoras de Enseñanza como estrategia para enseñar la probabilidad en primaria: reflexiones de los maestros. Revista Trilogía, 12(22), 151-171. https://doi.org/10.22430/21457778.1094Méndez-Parra, C., Conde-Carmona, R., & Tovar-Ortega, T. (2021). Uso de la matemática realista y su relación en el aprendizaje de la probabilidad, en un contexto rural. Eco Matemático, 12(1). https://doi.org/10.22463/17948231.3067Morales Giraldo, S. M. (2018). Enseñanza de la probabilidad simple y probabilidad condicional a través de situaciones problema [Trabajo de Fin de Grado, Universidad Nacional de Colombia-Sede Medellín]. https://repositorio.unal.edu.co/handle/unal/64190Nuraida, I., Kusumah, Y. S., & Kartasasmita, B. G. (2019, November). Realistic mathematics education with local instruction theory for enhancement of students’ procedural fluency. Journal of Physics: Conference Series, 1280(4), 042003.Palinussa, A., Molle, J., & Gasperz, M. (2017, November). Development Mathematics Education of Rural Context. In: Proceeding of the International Seminar on Education. (Vol. 1).Rasmussen, C. & Blumenfeld, H. 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0000-0001-8205-6304f2e2128d370a60118c2180185377df0d6000000-0002-7421-175442d5cd47b8a68337520d9832bb3abf68600 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