Hybrid tasks: Promoting statistical thinking and critical thinking through the same mathematical activities

Autores/as

  • Einav Aizikovitsh-Udi Beit Berl College, Israel
  • David Clarke University of Melbourne, Australia
  • Sebastian Kuntze Ludwigsburg University of Education, Alemania

DOI:

https://doi.org/10.30827/pna.v8i3.6115

Palabras clave:

Diseño de tareas, Pensamiento crítico, Pensamiento estadístico, Tareas híbridas

Resumen

Even though statistical thinking and critical thinking appear to have strong links from a theoretical point of view, empirical research into the intersections and potential interrelatedness of these aspects of competence is scarce. Our research suggests that thinking skills in both areas may be interdependent. Given this interconnection, it should be possible to stimulate both forms of thinking through the one task. This paper explores the implications of an exploratory qualitative study into processes when working on tasks encompassing both these areas for the design of tasks that simultaneously stimulate critical thinking and domain-specific thinking.

Tareas híbridas: promover el pensamiento estadístico y el pensamiento crítico por medio de las mismas actividades matemáticas

Aunque desde un punto de vista teórico, el pensamiento estadístico y el pensamiento crítico parecen tener fuertes conexiones, la investigación empírica sobre la intersección y la potencial interrelación entre estos aspectos de competencia es escasa. Nuestra investigación sugiere que las habilidades de pensamiento en ambas áreas pueden ser interdependientes. Dada esta interconexión, debería ser posible estimular ambas formas de pensamiento mediante una tarea. Este artículo explora las implicaciones de un estudio cualitativo exploratorio sobre los procesos de pensamiento en tareas que abordan ambas áreas para el diseño de tareas que simultáneamente estimulan el pensamiento crítico y pensamiento específico de un dominio.

Handle: http://hdl.handle.net/10481/30509

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Biografía del autor/a

Einav Aizikovitsh-Udi, Beit Berl College, Israel

Citas

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Clarke, D. J., Goos, M., & Morony, W. (2007). Problem solving and working mathematically: An Australian perspective. Zentralblatt für Didaktik der Mathematik (ZDM International Journal of Mathematics Education), 39, 475- 490.

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Clarke, D. J., Goos, M., & Morony, W. (2007). Problem solving and working mathematically: An Australian perspective. Zentralblatt für Didaktik der Mathematik (ZDM International Journal of Mathematics Education), 39, 475- 490.

Clarke, D. J., & Helme, S. (1998). Context as construction. In O. Bjorkqvist (Ed.), Mathematics teaching from a constructivist point of view (pp. 129-147). Vasa, Finland: Faculty of Education, Abo Akademi University.

Doyle, W. (1983). Academic work. Review of Educational Research, 53, 159- 199.

Doyle, W. (1988). Work in mathematics classes: The context of students’ thinking during instruction. Educational Psychologist, 23, 167-180.

Ennis, R. R. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18, 4-10.

Ennis, R. H., & Millman, J. (2005). Cornell critical thinking test, level Z (5th ed.). Seaside, CA: The CT Company.

Gal, I. (2004). Statistical literacy, meanings, components, responsibilities. In D. Ben-Zvi & J. Garfield (Eds.), The challenge of developing statistical literacy, reasoning and thinking (pp. 47-78). Dordrecht, The Netherlands: Kluwer.

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Kuntze, S., Lindmeier, A., & Reiss, K. (2008). “Using models and representations in statistical contexts” as a sub-competency of statistical literacy–Results from three empirical studies. In R. Biehler & M. Shaughnessy (Eds.), Proceedings of the 11th International Congress on Mathematics Education. Monterrey, Mexico: International Congress on Mathematical Education.

Mesiti, C., & Clarke, D. J. (2010). A functional analysis of mathematical tasks in China, Japan, Sweden, Australia and the U.S.A: Voice and agency. In Y. Shimizu, B. Kaur, R. Huang, & D. J. Clarke (Eds.), Mathematical tasks inclassrooms around the world (pp. 185-216). Rotterdam, The Netherlands:

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Publicado

2014-03-01

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Artículos