<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-2436</journal-id>
<journal-title><![CDATA[Revista latinoamericana de investigación en matemática educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Relime]]></abbrev-journal-title>
<issn>1665-2436</issn>
<publisher>
<publisher-name><![CDATA[Comité Latinoamericano de Matemática Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-24362024000100011</article-id>
<article-id pub-id-type="doi">10.12802/relime.24.2711</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Diseño de una trayectoria hipotética de aprendizaje para introducir la inferencia estadística informal en primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Design of a hypothetical learning trajectory to introduce informal statistical inference in primary school]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Estrella]]></surname>
<given-names><![CDATA[Soledad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales]]></surname>
<given-names><![CDATA[Sergio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Méndez-Reina]]></surname>
<given-names><![CDATA[Maritza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vidal-Szabó]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez]]></surname>
<given-names><![CDATA[Brahiam]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mondaca-Saavedra]]></surname>
<given-names><![CDATA[Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso Instituto de Matemáticas ]]></institution>
<addr-line><![CDATA[Valparaíso ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Concepción Escuela de Educación ]]></institution>
<addr-line><![CDATA[Los Ángeles ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso Instituto de Matemáticas ]]></institution>
<addr-line><![CDATA[Valparaíso ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad del Desarrollo Escuela de Educación ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso Instituto de Matemáticas ]]></institution>
<addr-line><![CDATA[Valparaíso ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso Instituto de Matemáticas ]]></institution>
<addr-line><![CDATA[Valparaíso ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>27</volume>
<numero>1</numero>
<fpage>11</fpage>
<lpage>42</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362024000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362024000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362024000100011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Mediante un estudio de diseño que desarrolla una trayectoria hipotética de aprendizaje para la inferencia estadística informal (ISI), se introdujo a estudiantes de grado 3 y 4 (n=23) en conceptos estadísticos clave, como variabilidad, muestreo repetido y distribución muestral empírica. La trayectoria de cinco pasos con un enfoque lúdico del experimento aleatorio del lanzamiento de dos monedas comprendía: obtener muestras; reconocer la incertidumbre y expresarla con lenguaje de posibilidades; contrastar predicciones mediante muestreo repetido; visualizar y reconocer la variabilidad entre muestras; asignar niveles de posibilidades considerando la distribución muestral empírica al generalizar más allá de los datos. Los resultados indican que los estudiantes de ambos grados pueden acceder a conceptos de la ISI, logrando hacer inferencias informales y presentando niveles sofisticados en el razonamiento propio de la ISI.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Through a design study to develop a hypothetical learning trajectory for informal statistical inference (ISI), students in grades 3 and 4 (n=23) were introduced to key concepts of variability, repeated sampling, and empirical sampling distribution. The five-step trajectory, with a playful approach to the randomized two-coin toss experiment, included: obtaining samples; recognizing uncertainty and expressing it with possibility language; contrasting predictions through repeated sampling; visualizing and recognizing variability among samples; assigning levels of possibilities, considering the empirical sampling distribution, when generalizing beyond the data. The results indicate that students at both grade levels can access ISI concepts, make informal inferences, and present sophisticated levels of ISI reasoning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Através de um estudo de desenho que desenvolveu uma trajetória de aprendizagem hipotética para a inferência estatística informal (ISI), os alunos do 3.º e 4.º anos (n=23) foram introduzidos nos conceitos-chave de variabilidade, amostragem repetida e distribuição empírica da amostragem. A trajetória em cinco etapas, com uma abordagem lúdica à experiência aleatória do lançamento de duas moedas, incluía: obter amostras; reconhecer a incerteza e expressá-la com linguagem de possibilidades; contrastar previsões através de amostragem repetida; visualizar e reconhecer a variabilidade entre amostras; atribuir níveis de possibilidades, considerando a distribuição empírica da amostragem ao generalizar para além dos dados. Os resultados indicam que os alunos de ambos os graus de ensino conseguem aceder a conceitos ISI, fazendo inferências informais e mostrando níveis sofisticados de raciocínio ISI.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé: Dans le cadre d'une étude de design développant une trajectoire d'apprentissage hypothétique pour l'inférence statistique informelle (ISI), des élèves de 3e et 4e année (n=23) ont été initiés aux concepts clés de la variabilité, de l'échantillonnage répété et de la distribution d'échantillonnage empirique. La trajectoire de cinq étapes avec une approche ludique de l'expérience aléatoire du lancer de deux pièces de monnaie comprenait : l'obtention d'échantillons ; la reconnaissance de l'incertitude et son expression avec le langage des possibilités ; le contraste des prédictions par l'échantillonnage répété ; la visualisation et la reconnaissance de la variabilité entre les échantillons ; l'attribution de niveaux de possibilités en tenant compte de la distribution d'échantillonnage empirique lors de la généralisation au-delà des données. Les résultats indiquent que les élèves des deux classes peuvent accéder aux concepts de ISI, en faisant des déductions informelles et en montrant des niveaux sophistiqués de raisonnement de ISI.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estadística temprana]]></kwd>
<kwd lng="es"><![CDATA[Trayectoria hipotética de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Inferencia estadística informal]]></kwd>
<kwd lng="es"><![CDATA[Muestreo repetido]]></kwd>
<kwd lng="es"><![CDATA[Educación primaria]]></kwd>
<kwd lng="en"><![CDATA[Early statistics]]></kwd>
<kwd lng="en"><![CDATA[Hypothetical learning trajectory]]></kwd>
<kwd lng="en"><![CDATA[Informal statistical inference]]></kwd>
<kwd lng="en"><![CDATA[Repeated sampling]]></kwd>
<kwd lng="en"><![CDATA[Primary education]]></kwd>
<kwd lng="pt"><![CDATA[Estatística inicial]]></kwd>
<kwd lng="pt"><![CDATA[Trajetória hipotético de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Inferência estatística informal]]></kwd>
<kwd lng="pt"><![CDATA[Amostragem repetida]]></kwd>
<kwd lng="pt"><![CDATA[Ensino básico]]></kwd>
<kwd lng="fr"><![CDATA[Statistiques précoces]]></kwd>
<kwd lng="fr"><![CDATA[trajectoire d'apprentissage hypothétique]]></kwd>
<kwd lng="fr"><![CDATA[inférence statistique informelle]]></kwd>
<kwd lng="fr"><![CDATA[échantillonnage répété]]></kwd>
<kwd lng="fr"><![CDATA[enseignement primaire]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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