The scope of tasks assigned by statistics professors
DOI:
https://doi.org/10.17533/udea.unipluri.19815Keywords:
statistical thinking, statistical education, statistical tasks, teacher actionAbstract
This article presents the results of a study on the tasks assigned by statistics professors in the classroom and their ability to promote statistical thinking in the light of the research cycle. The methodology followed the principles of qualitative paradigm of an interpretative nature. Sources of information included documented observation of 18 statistics classes at various education levels in two major cities of Colombia, interviews with professors, and documentation techniques. The Atlas.ti software was used to support content analysis. The most relevant results indicate that tasks assigned by statistics professors are varied but fall short to promote statistical thought. Some tasks valued data rather than data collection plans and other early stages of the research cycle; others focused solely on analysis; very few began by stating a problem, and a considerable number of them focused on algorithmic procedures rather than encouraging statistical thinking.
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