This paper reports on an exercise of laying out a series of teaching sequences aimed at developing statistical reasoning in high school students. From a conceptual perspective, we examined the distinctions concerning the notions of statistical literacy, reasoning and thinking and considered three working scenarios reported in literature (data sets, sampling and probability situations) as referents for the design of information sampling and analysis. Based upon the methodology of teaching experiments, we proposed hypothetical learning trajectories, which served to guide both before- and after-design instruction in a dynamic way. Instruction results provided elements that point at reviewing the curricular design as well as the preconceptions of participants in the research.
(Friday 16th, 08:20-09:20)
Felipe Fernández (Colombia)