Lexical ambiguities in statistics declared by in training and in-service teachers
Francisco Rodríguez-Alveal 1 * , Ana C. Maldonado-Fuentes 1 , Danilo Díaz-Levicoy 2
More Detail
1 Universidad del Bío-Bío, Chillán, CHILE2 Universidad Católica del Maule, Talca, CHILE* Corresponding Author

Abstract

This article aims to evaluate how teachers, in training and in-service, define the concepts of randomness, probability, chance and variability, fundamental terms in the teaching of statistics. To this end, a printed recording protocol of natural semantic networks was applied to 16 teachers in training and 58 in-service teachers, selected through non-probabilistic sampling. The results provide evidence that the concept with the lowest conceptual density in both groups is variability. Likewise, a greater presence of similar words was observed between randomness, chance and probability, despite being different concepts. Another finding is the association of the inducing concepts to words that are used within the basic lexicon in Chilean Spanish, whose dictionary is not specialized in statistics. It is concluded about the scarce use of technical language by the participants, which would eventually affect the teaching of statistics.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2024, Volume 20, Issue 4, Article No: em2422

https://doi.org/10.29333/ejmste/14359

Publication date: 01 Apr 2024

Online publication date: 14 Mar 2024

Article Views: 349

Article Downloads: 219

Open Access References How to cite this article