Modelización matemática en actividades estadísticas: identificando elementos clave del diseño para promover la generación de modelos en el estudio de la variabilidad
DOI:
https://doi.org/10.48489/quadrante.23686Palavras-chave:
modelización matemática, actividades promotoras de la modelización, educación secundaria, estadística, variabilidadResumo
En nuestro trabajo estamos interesados en promover el aprendizaje de conocimientos estadísticos a partir de la modelización matemática. Usamos problemas estadísticos donde se estudian fenómenos sociales reales a partir de grandes cantidades de datos y que cumplen con los principios de diseño de las Modelling Eliciting Activities con alumnos de Educación Secundaria (15 años). Las tareas se dirigen a promover el desarrollo del concepto de variabilidad y aplicarlo para entender la situación estudiada. En este estudio nos centramos en caracterizar los modelos matemáticos que desarrolla el alumnado en una actividad de modelización estadística intentando identificar por qué se integran elementos al modelo o se descartan. Para ello se desarrolla un análisis cualitativo a partir de las grabaciones del trabajo en grupo de los alumnos en el aula. Los resultados obtenidos muestran que algunas decisiones de diseño del problema, como la gran cantidad de datos, o la ambigüedad de conceptos sociales, como el de justicia y equidad en los impuestos, resultan esenciales para el desarrollo de los modelos matemáticos. Las conclusiones del estudio tienen implicaciones para el diseño de tareas estadísticas, pero también para identificar el rol de la modelización matemática en el aprendizaje de conceptos estadísticos.
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