<?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>1665-2673</journal-id>
<journal-title><![CDATA[Innovación educativa (México, DF)]]></journal-title>
<abbrev-journal-title><![CDATA[Innov. educ. (Méx. DF)]]></abbrev-journal-title>
<issn>1665-2673</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico Nacional, Coordinación Editorial]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-26732022000100009</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Características de la enseñanza de la estadística en disciplinas de STEM en la Educación Superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Characteristics of teaching statistics in STEM disciplines in Higher Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rivera Pérez]]></surname>
<given-names><![CDATA[José Guadalupe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez Blancarte]]></surname>
<given-names><![CDATA[Ana Luisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>88</numero>
<fpage>9</fpage>
<lpage>31</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-26732022000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-26732022000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-26732022000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Resumen El presente artículo reporta avances de una investigación que ex plora, en un ámbito nacional, características de enseñanza de la estadística en la Educación Superior. Presentamos los resultados de una encuesta respondida por 153 profesores que enseñan estadística en disciplinas de Ciencias, Tecnología, Ingeniería y Matemáticas en la Educación Superior. La encuesta incluyó 52 ítems, 33 de ellos se diseñaron en escala tipo Likert, que exploran las recomendaciones de la Asociación Americana de Estadística para la instrucción y evaluación de la estadística. Las respuestas a los 52 ítems muestran que los profesores enseñan estadística como una disciplina que aporta información necesaria para solucionar problemas reales; sin embargo, parece que ellos no fomentan en sus estudiantes abordar tales problemas mediante una investigación estadística. Concluimos que esta discrepancia conlleva una visión de la estadística centrada en la aplicación de sus métodos y no en el proceso de investigación necesario para resolver problemas reales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Abstract This article reports on the progress of a research conducted at the national level that explores characteristics of teaching statistics in Higher Education. We present the results of a survey answered by 153 professors who teach statistics in Science, Technology, Enginee ring, and Mathematics majors in Higher Education. The survey inclu ded 52 items, 33 of which were designed on a Likert-type scale, that explore the American Statistical Association&#8217;s recommendations for statistics instruction and assessment. The responses to these 52 items show that teachers teach statistics as a discipline to provide neces sary information to solve real problems; however, it seems that they do not encourage their students to address these problems through statistical investigations. We conclude that this discrepancy leads to a view of statistics focused on the application of its methods and not on the investigation process needed to solve problems.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza de la estadística]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[pensamiento estadístico]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[tecnología]]></kwd>
<kwd lng="en"><![CDATA[Teaching statistics]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[statistical thinking]]></kwd>
<kwd lng="en"><![CDATA[evaluation]]></kwd>
<kwd lng="en"><![CDATA[technology]]></kwd>
</kwd-group>
</article-meta>
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