Publication: Explorando la actitud del profesorado de Educación Primaria hacia la probabilidad y su enseñanza : formación, antigüedad y género, en el foco de interés
Authors
Sukunza Pagola, Mikel ; Berciano Alcaraz, Ainhoa
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v100i39.1.102574
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info:eu-repo/semantics/article
Description
Abstract
El desarrollo del sentido estocástico se ha situado como uno de los saberes básicos necesarios para afrontar los desafíos del siglo XXI, según distintas organizaciones. Numerosos estudios indican que el dominio afectivo (creencias, actitudes y emociones) hacia las matemáticas es un factor determinante en el desarrollo de los procesos de enseñanza y aprendizaje. En este trabajo se explora la actitud hacia la probabilidad y su enseñanza entre docentes en activo de Educación Primaria, en relación con la formación, la antigüedad docente y el género. Para tal fin, se realiza un estudio de corte cuantitativo, con una muestra de 252 participantes, y se emplea la herramienta Escala de Actitudes hacia la Probabilidad y su Enseñanza (EAPE). Los resultados permiten concluir que la actitud frente al tema es, en general, moderadamente positiva, y ligeramente mejor entre hombres. Por otro lado, la formación parece ser un factor determinante para generar actitudes más positivas. Atendiendo a la antigüedad docente, se aprecian, asimismo, diferencias estadísticamente significativas de comportamiento, donde los más experimentados son los que muestran peores actitudes. Los bajos resultados obtenidos en las componentes cognitivas sugieren el planteamiento de una intervención que evalúe el impacto sobre la actitud del profesorado hacia la probabilidad y su enseñanza.
The development of the stochastic sense has been positioned as one of the basic knowledge necessary to face the challenges of the 21st century, according to different organizations. Numerous studies indicate that the affective domain (beliefs, attitudes and emotions) towards mathematics is a determining factor in the development of teaching and learning processes. This work explores the attitude towards probability and its teaching among in-service Primary Education teachers, in relation to training, teaching seniority and gender. For this purpose, a quantitative study has been carried out, with a sample of 252 participants, in which the Attitudes’ Scale Towards Probability and its Teaching (ASPT) tool is used. The results allow us to conclude that the attitude towards the topic is, in general, moderately positive, and slightly better among men. On the other hand, training seems to be a determining factor in generating more positive attitudes. Considering teaching seniority, statistically significant differences in behavior can also be seen, where the most experienced are those who show the worst attitudes. The low results obtained in the cognitive components suggest the approach of an intervention that evaluates the impact on teachers' attitude towards probability and its teaching.
The development of the stochastic sense has been positioned as one of the basic knowledge necessary to face the challenges of the 21st century, according to different organizations. Numerous studies indicate that the affective domain (beliefs, attitudes and emotions) towards mathematics is a determining factor in the development of teaching and learning processes. This work explores the attitude towards probability and its teaching among in-service Primary Education teachers, in relation to training, teaching seniority and gender. For this purpose, a quantitative study has been carried out, with a sample of 252 participants, in which the Attitudes’ Scale Towards Probability and its Teaching (ASPT) tool is used. The results allow us to conclude that the attitude towards the topic is, in general, moderately positive, and slightly better among men. On the other hand, training seems to be a determining factor in generating more positive attitudes. Considering teaching seniority, statistically significant differences in behavior can also be seen, where the most experienced are those who show the worst attitudes. The low results obtained in the cognitive components suggest the approach of an intervention that evaluates the impact on teachers' attitude towards probability and its teaching.
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