Alcances y limitaciones curriculares para el desarrollo del pensamiento estocástico en estudiantes mexicanos de bachillerato

Abstract

The objective of this educational research is to analyze the Study Program on Mathematical Thinking 1 that is taught in the General Baccalaureate curriculum in Mexico, which includes a single course corresponding to topics of Probability, Descriptive Statistics and Inferential Statistics. It is assumed that this research is qualitative (Eisner, 1998), whose method is content analysis (Martínez, 2019) and is complemented by the perspective of Ojeda (2006). This course, in an unprecedented way, is taught in the first semester, the reason for which is that it is considered instrumentally as a cognitive resource for the other Curricular Academic Units (UAC) and is framed in the Common Curricular Framework of Secondary Education Higher (MCCEMS. Although it is true that, in the current study program for general baccalaureate (SEP, 2023), Probability and Statistics are included a little more broadly than in the 2017 study program (SEP, 2017); however, only 64 hours are allocated for the entire semester, so it is promised that it will be very difficult for the committed learning to be acquired. In general, one course is insufficient to develop stochastic thinking in high school students. Now, the analysis of some of the activities proposed in the textbook requires rethinking so that the idea of chance can be clearly noticed and understood.