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Vol. 28 (2025): Publicación continua

La enseñanza de la inferencia estadística informal en la formación de profesores. Una revisión sistemática

DOI:
https://doi.org/10.12802/relime.2025.28.e787
Enviado
marzo 11, 2026
Publicado
2025-12-19

Resumen

Se presenta una revisión sistemática sobre la enseñanza de la inferencia estadística informal en la formación de profesores. Se analizaron estudios publicados entre 2010 y 2024 en cuatro bases de datos académicas, resultando 16 artículos. El objetivo fue relevar reportes del uso de tareas para la enseñanza de la inferencia informal, y su vínculo con el aprendizaje de la inferencia formal. El análisis se organizó en torno a tres dimensiones: conocimientos del contenido, conocimientos tecnológicos y conocimientos asociados a la práctica docente. Los resultados evidencian un interés creciente en la temática. Las tareas reportadas promueven, en general, los componentes del conocimiento de contenido, aunque se encontraron distintos niveles de complejidad. El uso de tecnología como herramienta para reorganizar el pensamiento inferencial es aún limitado. Aunque varios estudios vinculan el enfoque informal con métodos formales, no se presenta evidencia empírica sobre su impacto en el aprendizaje de la inferencia estadística formal.

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