Process of strengthening basic education teachers in the theoretical and didactic knowledge of descriptive statistics and probability

Abstract

This research seeks to design a process through which basic education teachers in Peru can strengthen their theoretical and didactic knowledge of descriptive statistics and probability, in order to promote changes in their teaching practice. Our theoretical framework is the model of the teacher's Didactic Mathematical Knowledge (CDM), by Pino-Fan and Godino (2015). The methodology followed in the research is to work with groups of primary and secondary level teachers to: elaborate a diagnosis of their weaknesses in the theoretical and didactic knowledge of descriptive statistics and probability; and propose workshops and other strategies to strengthen the weaknesses found, such as model classes for the observation of class sessions, discussion panels and the creation of problem situations.