Análisis de la transnumeración como evidencia de la alfabetización estadística en futuros profesores de Educación Primaria

Abstract

Transnumeration, understood as the change of representation systems to generate new knowledge, is a fundamental part of the desirable statistical literacy as a result of schooling. Because their professional practice regarding statistical education will depend on the statistical reasoning present in prospective teachers of Primary Education, we see a need for an evaluation that indicates whether an educational reinforcement is relevant in their current training. In this work, statistical literacy is evaluated through the analysis of transnumeration in a sample of 653 prospective teachers of Primary Education, at the time of representing the information, provided through simple biased graphics and extracted from various media to a table, another graph, and another presentation of the data that facilitates its interpretation. The results obtained affect the relevance of an educational reinforcement that helps these future professionals to understand the intuitive representations that facilitate the understanding of the information and make the change between the available data presentation options, highlighting the statistical information present in these.