Del experimento a la tabla: Explorando representaciones bajo el enfoque frecuencial con material equiprobale y no equiprobable

Abstract

The objective of this work is to analyze the data representations that arise in a probability teaching proposal from a frequentist approach in the second cycle of primary education. In the first session, students worked with equiprobable materials (dice) and recorded the data mainly in lists. In the second session, a counting and frequency table model was introduced, and non-equiprobable materials (piggy banks) were used. It was observed that the influence of the example was evident in the students' productions, except for one group that, having faced no difficulties the previous day, likely did not feel the need to modify their way of representing the data. Through their representations, students made decisions about the meanings, debated variability and frequency, and used appropriate probabilistic language. They also questioned the idea of equiprobability when noticing differences in the results based on the positions of the piggy banks. This experience highlights the importance of selecting materials appropriately and the role of the teacher as a guide, both essential in the learning process. It is hoped that these activities will be of interest to other teachers in the construction of their learning sequences.