<?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>S1665-24362024000100073</article-id>
<article-id pub-id-type="doi">10.12802/relime.24.2713</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educación estadística y probabilística para futuros docentes españoles de infantil y primaria: características, enfoque y metodología]]></article-title>
<article-title xml:lang="en"><![CDATA[Statistics and probability education for pre-service Spanish early childhood and primary school teachers: characteristics, approach and methodology]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alsina]]></surname>
<given-names><![CDATA[Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vásquez]]></surname>
<given-names><![CDATA[Claudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Alonso]]></surname>
<given-names><![CDATA[Israel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Berciano]]></surname>
<given-names><![CDATA[Ainhoa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Girona  ]]></institution>
<addr-line><![CDATA[Girona ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Chile  ]]></institution>
<addr-line><![CDATA[Villarrica ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de La Laguna  ]]></institution>
<addr-line><![CDATA[La Laguna ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad del País Vasco/Euskal Herriko Unibertsitatea  ]]></institution>
<addr-line><![CDATA[Leioa ]]></addr-line>
<country>España</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>73</fpage>
<lpage>104</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362024000100073&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362024000100073&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362024000100073&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de este artículo es analizar cómo se desarrolla la formación en educación estadística y probabilística para futuros docentes de educación infantil y primaria en las universidades públicas españolas. Con este propósito, se ha administrado el cuestionario Educación Estadística y Probabilística para Futuros Docentes, previamente validado, que considera tres dimensiones y sus respectivos indicadores: Características (estándar de contenido y créditos); Enfoque (perspectiva disciplinar/didáctica y conocimientos); y Metodología (estrategias metodológicas; contextos/recursos; material complementario). A partir de las respuestas de 43 formadores, se han identificado los siguientes hallazgos: 1) de los 240 créditos, en el Grado en Maestro en infantil se dedica un crédito (10h) a una formación equilibrada en educación estadística y probabilística, mientras que en primaria se dedican 2 créditos a una formación más diversificada, lo que representa entre un 0.4% y 0.8% del total de la formación en ambos grados; 2) la perspectiva es sobre todo didáctica, atendiendo tanto al conocimiento matemático como al didáctico; 3) aunque coexisten diversas metodologías, destaca, en ambos grados, la aplicación de conocimientos didácticos (por ejemplo, el diseño de tareas). Se concluye que estos hallazgos permiten tener un panorama profundo para planificar propuestas de mejora que garanticen una formación sólida durante la formación inicial del profesorado en España.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The aim of this article is to analyse how training in statistical and probability education for pre-service teachers of early childhood and primary education is developed in Spanish public universities. For this purpose, the previously validated Statistical and Probabilistic Education Questionnaire for Pre-service Teachers has been administered, which considers three dimensions and their respective indicators: Characteristics (content standard and credits); Approach (disciplinary/pedagogical perspective and knowledge); and Methodology (methodological strategies; contexts/resources; complementary material). Based on the responses of 43 trainers, the following findings have been identified: 1) of the 240 credits, in the Bachelor's Degree in Early Childhood Education, one credit (10h) is dedicated to a balanced training in statistical and probabilistic education, while in primary education 2 credits are dedicated to a more diversified training, which represents between 0.4% and 0.8% of the total training in both degrees; 2) the perspective is mainly pedagogical, addressing both mathematical and didactic knowledge; 3) although various methodologies coexist, the application of pedagogical knowledge (e.g., design of tasks) stands out in both degrees. It is concluded that these findings provide an in-depth overview to plan improvement proposals to ensure a solid training during initial teacher training in Spain.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O objetivo deste artigo é analisar como se desenvolve a formação em educação estatística e probabilística dos futuros professores da educação infantil e do ensino primário nas universidades públicas espanholas. Para o efeito, foi aplicado o Questionário de Educação Estatística e Probabilística para Futuros Professores, previamente validado, que considera três dimensões e respectivos indicadores: Características (padrão de conteúdos e créditos); Abordagem (perspetiva disciplinar/didática e conhecimentos); e Metodologia (estratégias metodológicas; contextos/recursos; material complementar). A partir das respostas de 43 formadores, foram identificadas as seguintes constatações: 1) dos 240 créditos, no Bacharelado em Educação Infantil, um crédito (10h) é dedicado a um treinamento equilibrado em educação estatística e probabilística, enquanto no Ensino Fundamental, 2 créditos são dedicados a um treinamento mais diversificado, o que representa entre 0,4% e 0,8% do treinamento total em ambos os graus; 2) a perspetiva é sobretudo didática, tratando tanto o conhecimento matemático como o didático; 3) embora coexistam diferentes metodologias, a aplicação do conhecimento didático (por exemplo, conceção de tarefas) destaca-se em ambos os graus. Conclui-se que estes resultados proporcionam uma visão aprofundada para planear propostas de melhoria que garantam uma formação sólida durante a formação inicial de professores em Espanha.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé: L'objectif de cet article est d'analyser la manière dont la formation à l'enseignement des statistiques et des probabilités pour les futurs enseignants de la petite enfance et de l'enseignement primaire est développée dans les universités publiques espagnoles. À cette fin, le Questionnaire sur l'enseignement de la statistique et des probabilités pour les futurs enseignants, validé précédemment, a été administré. Il prend en compte trois dimensions et leurs indicateurs respectifs: caractéristiques (normes de contenu et crédits); approche (perspective disciplinaire/didactique et connaissances); et méthodologie (stratégies méthodologiques; contextes/ressources; matériel complémentaire). Les réponses de 43 formateurs ont permis d'identifier les résultats suivants : 1) sur les 240 crédits, dans le Bachelor en éducation de la petite enfance, un crédit (10h) est consacré à une formation équilibrée en éducation statistique et probabiliste, tandis que dans l'enseignement primaire, 2 crédits sont consacrés à une formation plus diversifiée, ce qui représente entre 0,4% et 0,8% de la formation totale dans les deux diplômes ; 2) la perspective est avant tout didactique, traitant à la fois des connaissances mathématiques et didactiques ; 3) bien que différentes méthodologies coexistent, l'application des connaissances didactiques (par exemple, conception des tâches) ressort dans les deux degrés. Il est conclu que ces résultats fournissent une vue d'ensemble approfondie afin de planifier des propositions d'amélioration qui garantissent une formation solide au cours de la formation initiale des enseignants en Espagne.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación estadística]]></kwd>
<kwd lng="es"><![CDATA[Educación probabilística]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Futuro profesorado]]></kwd>
<kwd lng="es"><![CDATA[Educación infantil]]></kwd>
<kwd lng="es"><![CDATA[Educación primaria]]></kwd>
<kwd lng="en"><![CDATA[Statistical education]]></kwd>
<kwd lng="en"><![CDATA[Probabilistic education]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Pre-service teachers]]></kwd>
<kwd lng="en"><![CDATA[Early childhood education]]></kwd>
<kwd lng="en"><![CDATA[Primary education]]></kwd>
<kwd lng="pt"><![CDATA[Educação estatística]]></kwd>
<kwd lng="pt"><![CDATA[Educação probabilística]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Futuros professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação de infância]]></kwd>
<kwd lng="pt"><![CDATA[Ensino básico]]></kwd>
<kwd lng="fr"><![CDATA[Éducation statistique]]></kwd>
<kwd lng="fr"><![CDATA[Éducation probabiliste]]></kwd>
<kwd lng="fr"><![CDATA[Formation des enseignants]]></kwd>
<kwd lng="fr"><![CDATA[Futurs enseignants]]></kwd>
<kwd lng="fr"><![CDATA[Éducation de la petite enfance]]></kwd>
<kwd lng="fr"><![CDATA[Éducation primaire]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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