Competences Associated With Random Thinking: An Application Of The Theory Of Didactic Situations Competencias asociadas al pensamiento aleatorio. Una aplicación de la teoría de las situaciones didácticas

Abstract

Mathematical competences in the XXI century, the strategies that allow developing them and the dynamic means to put them into practice in a school environment, have been a recurrent study in educational research works, thus being competent to interpret and represent information, are the subject of interest in this article. The main objective of this stage of the research was to elaborate and execute didactic learning sequences, based on the results obtained in a questionnaire applied to tenth grade students, in order to improve the construction and reading of statistical graphs. The methodology was carried out in three phases: a) the identification of random thinking competencies valued at a low level; b) the conceptual delimitation and previous planning of the didactic sequences; and c) ending with the application of the instruments in the classroom. The results showed a favorable performance in the appropriation of knowledge with the new methodology, concluding that the students evidenced a participative attitude, adapting easily to the work proposed in the didactic sequences, which contributed to the development of statistical competences for decision making in the social sciences.