343 research outputs found
LA TERCERA VIA: LA ANTROPOLOGIA POLITICA DE RAIMUNDO SIBIUDA
No full textThe author examines the work of Raimundo Sibiuda, highlighting its innovative character in the face of scholasticism and the originality of its anthropological, theological and political propositions.La autora examina la obra de Raimundo Sibiuda, destacando su carácter innovador frente a la escolástica, así como la originalidad de sus propuestas antropológicas, teológicas y políticas
Note relating to Teniente Coronel Raimundo Andres, attaché to the regiment in Nueva España.
No full textNote relating to Teniente Coronel Raimundo Andres, attaché to the regiment in Nueva España. Unedited transcription available
On the teaching and learning of probability and statistics in the perspective of Critical Mathematics Education
No full textIn this thesis, I define and address research questions about the justification, possibility and implementation problem fields of mathematics education, anchored in Chilean upper secondary school context; to explore the coherence along a problématique of teaching and learning probability and statistics through the lens of Critical Mathematics Education. In a comparative study, I first investigate the role of decision making in Chilean and Danish probability and statistics upper secondary school curricula. The main finding is that, though it is acknowledged that scenarios of uncertainty and statistical information have societal relevance, the connection to probability and statistics as school subjects is unclear beyond the personal psychological scope.Concerning the design, I delineate three design principles, namely exemplarity, inquiry approach and pragmatism. They account for the quality of the chosen examples, the structure of the learning environments, and practical considerations of the teaching context. As a result of four classroom experiences, some general tensions and re-definitions are made. I draw on Skovsmose's notion of reflective knowing to analyse the ability of the learning environments to provoke critical reflections on the formatting power of mathematics in the classroom.As for the domain-specific character of students' reflective knowing, five overarching probabilistic and statistical constructs play a significant role in those reflections and are approachable in upper secondary school: the conflicting meanings of probability, the assumption of independence, the asymmetry and meanings of conditional probabilities, the use of distributions to make sense of phenomena, and statistical inference as an inductive tool to make generalisations about a population
The role of decision-making in the legitimation of probability and statistics in Chilean upper secondary school curriculum
No full textInternational audienceDecision-making is argued to be intrinsically embedded in the historical emergence of probability and statistics, as well as in the justification for their inclusion as school mathematics subjects. In this article I investigate the role of decision in probability and statistics in both the current and upcoming Chilean upper secondary school mathematics curricula. Drawing upon Fairclough’s model for Critical Discourse Analysis, I analyse selected texts as examples of broader discourse practices, in particular, I focus in assumptions, modalities, and intertextualities. They evidence the role of decision-making as legitimation of the subject matter and as a mediator of agency by teachers and students. I claim there is a shift towards less appeal to authority in legitimising the curriculum, and an increasing responsibility of students in the educational process
Meanings of decision-making in probability and statistics: comparing Chilean and Danish upper secondary school curricula
No full textIn this article I investigate the roles given to decision-making in probability and statistics upper secondary school curriculum, in a comparative study between Chile and Denmark. Drawing upon Fairclough’s model for Critical discourse analysis, I analyse selected official curricular texts as examples of broader discursive practices. In particular, I focus on the positioning of social actors and legitimation strategies. Present discourses position students as active decision makers, though in the Chilean case this is only evident in more recent texts. The teaching and learning of probability and statistics are legitimised through the appeal to political, professional and educational authorities, and through narratives of necessity for rational, grounded, evidence-based decisions. In this aspect Danish texts are more open to complex social and political decision processes. The analysis illustrates a common search for linking mathematics education to democratic involvement in social and political decision-making, but failing to specify the relevance of probability and statistics beyond the individual psychological scope
Metaphor-based algebra animation
No full textWe investigated whether dynamical animations with visualizations based on metaphorical linking are more effective for grasping algebraic manipulations than static animations. The question is whether and how ideas from conceptual metaphor theory, in particular, embodied cognition, can be drawn to positively contribute to the design of effective animations for visualizing algebraic manipulations. In classroom tests, grade-7 students watched an animated video on algebraic manipulation, either with dynamic visualization, a visualized person dynamically performing the manipulations, or a more static video not based on those ideas. For higher-level students with some pre-knowledge of algebra, we found a small positive effect for dynamic and dynamic embodied videos. For lower-level students with no pre-knowledge of algebra, the embodied animation turned out to be adverse effective
A crowd size estimation task in the context of protests in Chile
No full textFrom a notion of critical statistical literacy, one of the purposes of learning statistics is for citizens to be aware of how statistical information, methods, and arguments shape society. Moreover, they should be able to critique and transform their society through statistics. In this paper, I tell the story of a 12th -grade statistical estimation task, anchored in the context of students’ protests in Chile.Students’ reflections suggest it is possible to design and engage in a teaching practice that lives up to the ideals of reading and writing the world with statistics. I display the teacher’s voice throughout the paper in the form of excerpts from the post-intervention interview. It means to reflect our collaboration in the process of design, implementation and analysis
Meanings of decision-making in probability and statistics:Comparing Chilean and Danish upper secondary school curricula
No full textIn this article I investigate the roles given to decision-making in probability and statistics upper secondary school curriculum, in a comparative study between Chile and Denmark. Drawing upon Fairclough’s model for Critical discourse analysis, I analyse selected official curricular texts as examples of broader discursive practices. In particular, I focus on the positioning of social actors and legitimation strategies. Present discourses position students as active decision makers, though in the Chilean case this is only evident in more recent texts. The teaching and learning of probability and statistics are legitimised through the appeal to political, professional and educational authorities, and through narratives of necessity for rational, grounded, evidence-based decisions. In this aspect Danish texts are more open to complex social and political decision processes. The analysis illustrates a common search for linking mathematics education to democratic involvement in social and political decision-making, but failing to specify the relevance of probability and statistics beyond the individual psychological scope
A videogame as a tool to orchestrate productive mathematical discussions
No full textWe structure an educational activity with a videogame starting from the hypothesis that technological tools could support in collecting data on students’ achievements and designing mathematical wholeclass discussions. In this paper, we present and discuss an example from our case studies, with the aim of analysing the role played by the videogame in supporting productive discussion concerning relational thinking. We conducted a whole-class discussion, and we noticed that the videogame could be a valuable tool for structuring the discussion. Indeed, the log files allow us to follow students’ achievements and difficulties in solving tasks, and the dedicated web interface permits students to upload their responses and share them immediately
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