Revista MENDIVE (Mar 2017)
Learning by Projects in Teaching Statistics during Initial Formation of Mathematics Teachers
Abstract
Current trends related to teaching statistics for mathematics teachers in formation, who follow a series of exercises and problems out of context, lack of any kind of professional approach and too far from research activities, do not respond to the need of forming a teacher able to master the contents as a part of the whole thing they teach, and a resource to investigate. This situation tells us the need of making teaching innovations to be over such insufficiency. This article reveals the solution to the problem described above at the Pinar del Rio University “Hermanos Saiz Montes de Oca” The solution is based on three stone posts of learning by projects: integration, exploration and problematization. Under these ideas we guaranteed an approach based on solving professional problems using data they proposed which also were useful in supporting all teaching activities such as lectures, practical lessons, and seminaries. In seeking and processing information, quantitative and qualitative methods were used; meanwhile, all the theoretical info was treated using methods like historical – logical and modelation. All that was brought to context on fourth and fifth years of 2016 class with very encourage outcomes in terms of independence significance of contents, flexibility, continuity, profundity and comprehension of mental process during the activity of solving problems.
