El papel del sentido estocástico en la educación en la ciencia de datos

Abstract

Data science education envisages the integration of mathematics, computer science and substantive knowledge. The literature review has identified three organizational approaches to mathematical and statistical literacy, each associated with different conceptualizations of meaning: statistical, probabilistic and stochastic. In order to stablish the role of stochastic sense in data science education and to answer the research questions about phenomenological organizations of stochastic sense and the big ideas that structure such education in the Spanish context, the school curriculum legislated in Spain for the educational stages between 6 and 18 years old has been analyzed. The results of the analysis show that the stochastic sense plays a predominant role, as it constitutes a fundamental tool for the resolution of data-based problems, which emerge in the disciplinary contexts of substantive knowledge and are automated by means of the knowledge of computation. This interdisciplinarity organization of the curriculum facilitates the building of bridges between the knowledge and capabilities that define the stochastic sense and the principles of data science, under a perspective centred on the generative and predictive culture of data modelling.