Activities per year
Abstract
In this thesis, I define and address research questions about the justification, possibility and implementation problem fields of mathematics education, anchored in Chilean upper secondary school context; to explore the coherence along a problématique of teaching and learning probability and statistics through the lens of Critical Mathematics Education.
In a comparative study, I first investigate the role of decision making in Chilean and Danish probability and statistics upper secondary school curricula. The main finding is that, though it is acknowledged that scenarios of uncertainty and statistical information have societal relevance, the connection to probability and statistics as school subjects is unclear beyond the personal psychological scope.
Concerning the design, I delineate three design principles, namely exemplarity, inquiry approach and pragmatism. They account for the quality of the chosen examples, the structure of the learning environments, and practical considerations of the teaching context. As a result of four classroom experiences, some general tensions and redefinitions are made. I draw on Skovsmose's notion of reflective knowing to analyse the ability of the learning environments to provoke critical reflections on the formatting power of mathematics in the classroom.
As for the domainspecific character of students' reflective knowing, five overarching probabilistic and statistical constructs play a significant role in those reflections and are approachable in upper secondary school: the conflicting meanings of probability, the assumption of independence, the asymmetry and meanings of conditional probabilities, the use of distributions to make sense of phenomena, and statistical inference as an inductive tool to make generalisations about a population.
In a comparative study, I first investigate the role of decision making in Chilean and Danish probability and statistics upper secondary school curricula. The main finding is that, though it is acknowledged that scenarios of uncertainty and statistical information have societal relevance, the connection to probability and statistics as school subjects is unclear beyond the personal psychological scope.
Concerning the design, I delineate three design principles, namely exemplarity, inquiry approach and pragmatism. They account for the quality of the chosen examples, the structure of the learning environments, and practical considerations of the teaching context. As a result of four classroom experiences, some general tensions and redefinitions are made. I draw on Skovsmose's notion of reflective knowing to analyse the ability of the learning environments to provoke critical reflections on the formatting power of mathematics in the classroom.
As for the domainspecific character of students' reflective knowing, five overarching probabilistic and statistical constructs play a significant role in those reflections and are approachable in upper secondary school: the conflicting meanings of probability, the assumption of independence, the asymmetry and meanings of conditional probabilities, the use of distributions to make sense of phenomena, and statistical inference as an inductive tool to make generalisations about a population.
Original language  English 

Place of Publication  Roskilde 

Publisher  Roskilde Universitet 
Number of pages  243 
Publication status  Published  4 Dec 2020 
Series  IMFUFAtekst : i, om og med matematik og fysik 

Number  513 
ISSN  01066242 
Activities
 5 Lecture and oral contribution

A Critical Mathematics Education perspective in, with and about probability and statistics
Raimundo José Elicer Coopman (Speaker)
3 May 2022Activity: Talk or presentation › Lecture and oral contribution

A crowd‑size estimation task in the context of protests in Chile
Raimundo José Elicer Coopman (Speaker)
14 Oct 2021Activity: Talk or presentation › Lecture and oral contribution

Justifications, possibilities and implementation in mathematics education: The case of probability and statistics towards a ``critical citizenship'' in Chile
Raimundo José Elicer Coopman (Speaker)
5 May 2021Activity: Talk or presentation › Lecture and oral contribution