Dime qué preguntas y te diré que promueves en la clase de Estadística

Referencias

Adedoyin, O. (2010). An investigation of the effects of teachers’ classroom questions on the achievements of students in mathematics: Case study of Botswana community junior secondary schools. European Journal of Educational Studies, 2(3), 313-329. Balacheff, N. (2000). Procesos de prueba en los alumnos de matemáticas. Bogotá, Colombia: Una Empresa Docente. Batanero, C. (2002). Los retos de la cultura estadística: Conferencia inaugural. Jornadas Interamericanas de Enseñanza de la Estadística. Buenos Aires. http://www.ugr.es/~batanero/ARTICULOS/CULTURA.pdf. Ben-Zvi, D., & Garfield, J. (2004). Statistical literacy, reasoning, and thinking: Goals, definitions, and challenges. En D. Ben-Zvi, & J. Garfield, The challenge of developing statistical literacy, reasoning and thinking (págs. 3–15). The Netherlands: Dordrecht. Brock, C. A. (1986). The effects of referential questions on ESL classroom discourse. TESOL Quarterly, 20(1), 47-59 Brualdi, A. (1998). Classroom questions. Practical Assessment, Research and Evaluation. ERIC/AE Digest, ED422407, 6(6). Çakmak, M. (2009). Pre-service teachers’ thoughts about teachers’ questions in effective teaching process. Elementary Education Online, 666-675. Caram, C. A., & Davis, P. B. (2005). Inviting student engagement with questioning. Kappa Delta Pi Record, 19–23. Chi, M., de Leeuw, N., Chiu, M., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 437-477. Cotton, K. (1989). Classroom questioning. Northwest Regional Educational Laboratory: School Improvement Research Series (SIRS). Fischbein, E. (1982). Intuition and Proof . For the Learning of Mathematics, 3(2). Gal, I. (2002). Adults´ statistical literacy: Meanings, components, responsibilities. International Statistical Review, 70, 1–25. Gal, I. (2003). Expanding conceptions of statistical literacy: An analysis of products from statistics agencies. Statistics Education Research Journal, 2, 3–21. Hancock, C. L. (1995). Enhancing, mathematics learning with open-ended questions. The Mathematics Teacher, 88(6), 496-499. Hernández-Sampieri, R., Fernández-Collado, C., & Baptista-Lucio, P. (2008). Metodologia de la investigación. México: McGrawHill. Hill, H. C., & Ball, D. L. (2004). Learning mathematics for teaching: Results from California’s Mathematics Professional Development Institutes. Journal for Research in Mathematics Education, 35(5), 330-351 MEN. (2003). Estándares básicos de matemáticas. Santa Fe de Bogotá: Centro de Pedagogía Participativa. Moore, D. (1997). New pedagogy and new content: The case of statistics. International Statistical Review, 65, 123–165. Moyer, P. S., & Milewicz, E. (2002). Learning to question: Categories of questioning used by preservice teachers during diagnostic mathematics interviews. Journal of Mathematics Teacher Education(5), 293–315. Newmann, F. (1988). A test of higher-order thinking in social studies: Persuasive writing on constitutional issues using NAEP approach. Social Education, 54(4), 369–373. Pfannkuch, M., & Wild, C. (2000). Statistical thinking and statistical practice: Themes gleaned from professional statisticians. Statistical Science, 15, 132–152. Snee, R. (1990). Statistical thinking and its contribution to quality. The American Statistician, 44, 116–121. Vacc, N. (1993). Implementing the professional standards for teaching mathematics: Questioning in the mathematics classroom. Arithmetic Teacher, 4(2), 88–91. Wenger, E. (1998). Communities of practice learning, meaning and identity. Cambridge: Cambridge University Press. Wild, C., & Pfannkuch, M. (1999). Statistical thinking in empirical enquiry. International Statistical Review, 67(3), 223–248. Zapata-Cardona, L., & Rocha, P. (2011). Actitudes de profesores hacia la estadística y su enseñanza. XIII Conferencia Interamericana de Educación Matemática. Recife: Brasil. Zapata-Cardona, L., & Rocha, P. (2012). Qué es y que debe ser en Educación Estadística. Bogotá, Colombia: Investigación apoyada por COLCIENCIAS - Departamento Administrativo de Ciencia, Tecnología e Información - Contrato 782 de 2009 Codigo 1115-489-25309.