A Developmental Approach in the Didactics of Statistics: Formative Stages and Actions
A Developmental Approach in the Didactics of Statistics: Formative Stages and Actions
Keywords:
didactics of statistics, developmental approach, statistical education, developmental learningAbstract
The transformation of statistics education in higher education has become a requirement arising from the development of data science and the current demands of professional training. This research article aims to propose and substantiate a system of stages and actions for statistical education, from a developmental approach, that promotes meaningful, transferable, and lasting learning. The study adopted a qualitative exploratory-descriptive approach, using documentary analysis and participant observation in university-level statistics courses. The results reveal the predominance of traditional teaching practices focused on the mechanical application of procedures, with limited promotion of cognitive autonomy and learning transfer. As a result, a system of stages and actions is proposed as a cognitive node of statistical education, integrating the planning of statistical studies of real-world phenomena, data collection, data simplification and interpretation, and the communication of results. This system is grounded in the pedagogical ideas of Cuban educators and in Vygotsky’s historical-cultural theory. It is concluded that the developmental approach in the didactics of statistics represents a relevant pathway for guiding the transformation of statistics education in higher education.
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