Learning of Statistics Statistics, Measures of Central Tendency through the Use of ICT

Abstract

Different pedagogical experiences of teaching statistics, particularly measures of central tendency, in a traditional way, have led to unsatisfactory learning. As a consequence, low school performance. Traditional strategies do not motivate the learner for deep learning, but demonstrate the importance of orienting education to practice and the promotion of critical thinking. That is why this study aims to re-signify the teaching of statistics from a techno-pedagogical unit design that links the use of digital tools, in order to adapt the teaching and that students manage to appropriate statistical knowledge. A mixed method has been used, by means of a quantitative study for a pretest and posttest comparative analysis of the techno-pedagogical intervention, and at the same time a qualitative approach has been integrated to obtain opinions on school performance. The results show on the one hand that traditional pedagogical practices limit learning and on the other hand, the techno-pedagogical intervention has favored school performance, that is to say, this study highlights the importance of the insertion of ICT in the teaching process to innovate didactics and overcome the deficiencies produced by traditional pedagogical practices.