A DIAGNOSIS OF STATISTICAL SERVICE COURSES IN MEXICO
DOI:
https://doi.org/10.52041/serj.v20i2.360Keywords:
Statistics education research, Innovation, Learning goals, Exploratory analysis, Multiple correspondence analysis, MAEAbstract
Statistical education is a very important area of research because it builds knowledge and promotes innovation in the courses of this discipline. Based on the advances in this area, changes in the content and approaches of the courses at all educational levels have been promoted in several countries. In this study, we examine programs of introductory statistics courses at the higher education level, seeking to characterize the state of statistical education for non-statisticians in Mexico. The extent to which the Statistical Learning Goals (MAEs) were addressed was explored. Included in the study were 410 statistics course programs from various Mexican institutions. A checklist was constructed to assess the extent to which MAEs were considered in the programs; that is, indicators of the degree of consideration of each of the goals were constructed. Exploratory and descriptive analyses were carried out to identify the extent the goals were met, followed by multiple correspondence analysis to identify associations with the program identification variables. The results showed that the MAEs were applied very little in Mexico, especially those that refer to the development of statistical thinking and culture; the exceptions were the goals of organizing data, building tables and graphs, as well as calculating descriptive statistics. For all this, it was concluded that there is much work to be done on this issue in Mexico.
Abstract: Spanish
La educación estadística es un área de investigación muy importante porque permite obtener conocimiento y promover la innovación en los cursos de esta disciplina. A partir de los avances en esta área, en varios países se han promovido cambios en los contenidos y enfoques de los cursos en todos los niveles educativos. En este estudio examinamos programas de cursos introductorios de estadística en el nivel superior, buscando caracterizar el estado que mantiene la educación estadística para no estadísticos en México. Se exploró la medida en la que se consideran las Metas de Aprendizaje de la Estadística (MAE) propuestas por Gal y Garfield (1997). Se recopilaron 410 programas de cursos de estadística de diversas instituciones mexicanas. Se construyó una lista de cotejo para evaluar qué tanto se consideran las MAE en el programa; es decir, se construyeron indicadores del grado de consideración de cada una de las metas. Se realizaron análisis exploratorios y descriptivos para identificar qué tanto se atiende cada una de las metas, seguidos de análisis de correspondencia múltiple para identificar asociaciones con las variables de identificación de los programas. Los resultados muestran que las MAE se han aplicado muy poco en México, sobre todo las que se refieren al desarrollo del pensamiento y la cultura estadística; la excepción es la meta que se refiere organizar los datos, construcción de tablas y gráficas, así como calcular estadísticas descriptivas. Por todo esto, se concluye que hay mucho trabajo por hacer en este tema en México.
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