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Vol. 28 (2025): Publicación continua

La enseñanza de la inferencia estadística informal en la formación de profesores. Una revisión sistemática

DOI :
https://doi.org/10.12802/relime.2025.28.e787
Soumis
mars 11, 2026
Publiée
2025-12-19

Résumé

Une revue systématique sur l’enseignement de l’inférence statistique informelle dans la formation des enseignants est présentée. Des études publiées entre 2010 et 2024 dans quatre bases de données académiques ont été analysées, aboutissant à 16 articles. L’objectif était de recenser des rapports sur l’utilisation de tâches pour l’enseignement de l’inférence informelle et leur lien avec l’apprentissage de l’inférence formelle. L’analyse s’est organisée autour de trois dimensions : les connaissances du contenu, les connaissances technologiques et les connaissances liées à la pratique enseignante. Les résultats montrent un intérêt croissant pour ce sujet. Les tâches rapportées favorisent généralement les composantes des connaissances de contenu, bien que différents niveaux de complexité aient été constatés. L’utilisation de la technologie comme outil pour réorganiser la pensée inférentielle reste encore limitée. Bien que plusieurs études relient l’approche informelle aux méthodes formelles, aucune preuve empirique n’est présentée quant à son impact sur l’apprentissage de l’inférence statistique formelle.

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